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LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form Three Schemes of Work: Term One
Statistical methods
Statistical methods
Statistical methods
Statistical methods
Statistical methods
Compound bar graphs
Proportional circles• Square roots
• Diameter
Divided circles
Proportional divided circles
By the end of the lesson, the learner should be able to construct and interpret a compound bar graph.
By the end of the lesson, the learner should be able to construct proportional circles by use of square roots and interpret the circles.
By the end of the lesson, the learner should be able to:• draw proportional circles using
diameters proportional to absolute values.
• state the advantages and disadvantages of using proportional circles.
By the end of the lesson, the learner should be able to:• draw a simple pie chart.• analyze and interpret pie
charts.
By the end of the lesson, the learner should be able to:• construct proportional divided
circles.• interpret them and state the
advantages and disadvantages of using divided circles.
• Questions and answers• Note taking • Drawing• Counting and recording
• Questions and answers• Note taking• Drawing• Calculating• Measuring
• Drawing circles• Questions and answers• Note taking• Interpretation of graphs
• Drawing• Note taking• Analysing charts
• Drawing • Questions and answers• Note taking
Certificate Geography• Student’s Book 3
pages 1–4• Teacher’s Book 3
pages 24–25
Certificate Geography• Student’s Book 3
pages 4–7• Teacher’s Book 3
pages 26–28
Certificate Geography• Student’s Book 3
pages 5–7• Teacher’s Book 3
page 26
Certificate Geography• Student’s Book 3
pages 8–10• Teacher’s Book 3
page 27
Certificate Geography• Student’s Book 3
pages 10–14• Teacher’s Book 3
pages 27–28
1
2
3
4
1
WEE
K 1
WEE
K 2
• Chalkboard• Graphs• Statistical abstracts• Class registers
• Chalkboard• Economic survey
reports• Statistical abstracts• Assessment record
• Chalkboard• Economic survey
reports• Statistical abstracts
• Statistical abstracts• Economic survey
reports
• Statistical abstracts• Economic survey
reports• Chalkboard
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
121 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 1
Mapwork
Mapwork
Mapwork
Mapwork
Mapwork
Identification of physical features on topographical maps • Relief features – slopes
– Valleys – Interlocking
spurs – Hills
– Ridges and cols
– Escarpments
– Plateaus – Plains• Other physical features
Vegetation
By the end of the lesson, the learner should be able to identify various types of slopes on topographical maps.
By the end of the lesson, the learner should be able to identify valleys, interlocking spurs and hills on topographical maps.
By the end of the lesson, the learner should be able to identify these features on topographical maps.
By the end of the lesson, the learner should be able to identify and interpret these relief features on topographical maps.
By the end of the lesson, the learner should be able to:• identify the various types of
vegetation on topographical maps.
• discuss the distribution of vegetation on topographical maps.
• Questions and answers• Drawing sketch diagrams• Reading and interpreting
topographical maps
• Questions and answers• Sketch drawing• Note taking• Map reading• Photograph
interpretation
• Sketch drawing• Questions and answers• Note taking• Map reading
• Sketch drawing• Questions and answers• Note taking
• Studying photographs• Studying maps• Questions and answers• Note taking
Certificate Geography• Student’s Book 3
pages 16–19• Teacher’s Book 3
page 31
Certificate Geography• Student’s Book 3
pages 19–21, 40• Teacher’s Book 3
page 31
Certificate Geography• Student’s Book 3
pages 22–24, 41• Teacher’s Book 3
page 31
Certificate Geography• Student’s Book 3
pages 24–26• Teacher’s Book 3
page 31
Certificate Geography• Student’s Book 3
pages 26–27• Teacher’s Book 3
page 32
2
3
4
1
2
WEE
K 2
W
EEK
3
• Topographical maps
• Topographical maps• Photographs• Chalkboard• The field• Atlases
• Topographical maps• Photograph• Chalkboard
• Topographical maps• Chalkboard• Wall charts• The field
• Photographs• Topographical maps
122
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 1
Mapwork
Mapwork
Mapwork
Mapwork
Mapwork
By the end of the lesson, the learner should be able to identify various drainage features on topographical maps.
By the end of the lesson, the learner should be able to identify various drainage patterns on topographical maps.
By the end of the lesson, the learner should be able to identify these economic activities.
By the end of the lesson, the learner should be able to explain factors influencing settlement and identify various settlement patterns on a map.
By the end of the lesson, the learner should be able to enlarge and reduce maps or sections of a map.
• Studying maps• Questions and answers• Note taking• Interpreting maps• Drawing and labelling
• Reading maps• Questions and answers• Sketch diagrams drawing• Map reading
• Reading maps• Questions and answers• Observation• Making notes
• Questions and answers• Discussion• Sketch drawing
• Note taking• Map enlargement and
reduction
Drainage features
Drainage patterns
Human and economic activities• Agriculture• Fishing• Trading• Tourism• Transport &
communication
Settlement
Enlargement and reduction of maps
3
4
1
2
3
• Topographical maps
• Topographical maps• Sketches
• Topographical maps• Chalkboard• Atlas• The field
• Topographical maps• Sketch diagrams• Chalkboard
• Topographical maps• Chalkboard• Charts
Certificate Geography• Student’s Book 3
pages 28–30• Teacher’s Book 3
pages 32–33
Certificate Geography• Student’s Book 3
pages 30, 47–48• Teacher’s Book 3
pages 32–33
Certificate Geography• Student’s Book 3
pages 31–34• Teacher’s Book 3
pages 33
Certificate Geography• Student’s Book 3
pages 34–37 • Teacher’s Book 3
page 33
Certificate Geography• Student’s Book 3
pages 39–41• Teacher’s Book 3
pages 34–35
WEE
K 3
WEE
K 4
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
123 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 1
Mapwork
Mapwork
Mapwork
Externalland-forming processes
External land-forming processes
Cross-sections
Vertical exaggeration
Gradient
Weathering • Factors
influencing weathering
• Types and processes of weathering
• Mechanical weathering
By the end of the lesson, the learner should be able to state the two types of cross-section and draw an accurate cross-section.
By the end of the lesson, the learner should be able to calculate the vertical exaggeration of a cross-section.
By the end of the lesson, the learner should be able to calculate the gradient between two points and determine intervisibility between two points on a map.
By the end of the lesson, the learner should be able to:• define the terms ‘denudation’
and ‘weathering’.• discuss the factors influencing
weathering.
By the end of the lesson, the learner should be able to define mechanical/physical weathering and explain its process.
• Note taking• Drawing• Map reading• Photograph
interpretation
• Note taking• Calculation of vertical
exaggeration
• Questions and answers• Calculation • Note taking• Map reading• Photographs
interpretation
• Discussion• Questions and answers• Note taking• Observation and
interpreting photographs
• Discussion• Studying photographs• Viewing videotapes• Note taking• Drawing sketches
Certificate Geography• Student’s Book 3
pages 42–44 • Teacher’s Book 3
page 35
Certificate Geography• Student’s Book 3
page 45• Teacher’s Book 3
page 36
Certificate Geography• Student’s Book 3
pages 46–47• Teacher’s Book 3
pages 36–37
Certificate Geography• Student’s Book 3
pages 54–55• Teacher’s Book 3
page 40• Dictionary of
Geography pages 123, 443
Certificate Geography• Student’s Book 3
pages 55–59• Teacher’s Book 3 pages 40–41
4
1
2
3
4
• Topographical maps• Chalkboard
• Topographical maps• Chalkboard
• Topographical maps• Charts
• Photographs• Chalkboard• The field
• Photographs• Films /videos• Sketch diagrams
WEE
K 5
WEE
K 4
124
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 1
Certificate Geography• Student’s Book 3
pages 60–61 • Teacher’s Book 3
page 41
Certificate Geography• Student’s Book 3
pages 61–62 • Teacher’s Book 3
page 41
Certificate Geography• Student’s Book 3
page 64• Teacher’s Book 3
page 42
Certificate Geography• Student’s Book 3
pages 65–66• Teacher’s Book 3
page 42
Certificate Geography• Student’s Book 3
pages 66–68• Teacher’s Book 3
pages 42–43
External land-forming processes
External land-forming processes
Externalland-forming processes
External land-forming processes
External land-forming processes
• Chemical weathering
– Carbonation – Solution – Hydrolysis – Hydration – Oxidation
• Biological Weathering
– Action of plants– Action of animals– Action of people
• Significance of weathering
Mass wasting • Definition• Factors
influencing mass wasting
• Types and processes of mass wasting– Slow mass
wasting– Soil creep– Talus creep– Solifluction– Rock creep
By the end of the lesson, the learner should be able to state and explain the process of chemical weathering.
By the end of the lesson, the learner should be able to explain the causes of biological weathering.
By the end of the lesson, the learner should be able to explain the significance of weathering.
By the end of the lesson, the learner should be able to define ‘mass wasting’ and discuss factors influencing it.
By the end of the lesson, the learner should be able to describe the process of slow mass wasting.
• Questions and answers• Discussion• Studying photographs• Note taking
• Questions and answers• Discussion• Studying photographs• Note taking
• Discussion• Questions and answers• Note taking
• Questions and answers• Discussion• Note taking
• Viewing films• Studying photographs• Drawing • Note taking
1
2
3
4
1
WEE
K 6
• Photographs• Videotapes• Films and slides
• Photographs• Chalkboard
• Chalkboard• Charts
• Chalkboard• Photographs • Charts
• Photographs• Videos• Sketch diagrams
WEE
K 7
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
125 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 1
External land-forming processes
External land-forming processes
Tests
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
• Rapid mass wasting– Landslides– Down wash– Sheet wash– Gulleying
• Effects of mass wasting
Fieldwork
Process of the hydrological cycle• Significance of
hydrological cycle
Rivers • Introduction• Definition of
terms
By the end of the lesson, the learner should be able to:• Identify various types of
landslides and describe how they occur.
• Explain the process of down wash and the effects of mass wasting.
By the end of the lesson, the learner should be able to identify the occurrence of weathering and mass wasting in their locality.
By the end of the seventh week, the learner should be able to answer questions on topics covered.
By the end of the lesson, the learner should be able to define the main terms and explain the significance of hydrological cycle.
By the end of the lesson, the learner should be able to define the various terms used.
• Viewing videos• Studying photographs• Drawing • Note taking
• Carrying out study• Analyzing, interpreting
and presenting data
• Write the test
• Questions and answers• Drawing• Studying photographs• Note taking
• Questions and answers• Drawing• Note taking
Certificate Geography• Student’s Book 3
pages 68–71• Teacher’s Book 3
pages 42–43
Certificate Geography• Student’s Book 3
page 72• Teacher’s Book 3
pages 43–44
Certificate Geography• Student’s Book 3
pages 73–74• Teacher’s Book 3
page 46
Certificate Geography• Student’s Book 3
pages 74–75• Teacher’s Book 3
page 46
2
3
4
1
2
WEE
K 8
• Videotapes• Photographs• Sketch diagrams
• Field• Resource persons• Necessary equipment
• Test papers
• Photographs• Diagrams• Chalkboard
• Diagrams• Chalkboard• Topographical maps
WEE
K 7
126
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 1
3
4
1
2
3
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
• River erosion – Process – Types
Factors influencing rate of erosion• Resultant
features• Valleys• Gorges• Rapids
• Waterfalls• Interlocking
spurs– Potholes
River transport
River deposition
By the end of the lesson, the learner should be able to describe the process and types of river erosion.
By the end of the lesson, the learner should be able to explain the factors influencing the rate of river erosion and how valleys, gorges, interlocking spurs etc. are formed.
By the end of the lesson, the learner should be able to describe and explain various ways in which waterfalls and rapids form.
By the end of the lesson, the learner should be able to explain the process of river transport and the factors influencing river transport.
By the end of the lesson, the learner should be able to explain the factors influencing river deposition.
• Discussion• Drawing• Studying photographs• Note taking
• Discussion• Questions and answers• Drawing • Studying photographs
• Discussion• Studying photographs• Drawing • Note taking
• Questions and answers• Discussion• Note taking• Demonstration
• Questions and answers• Discussion• Note taking
• Photographs• Diagrams• Charts• Chalkboard
• Chalkboard• Charts • Photographs
• Photographs• Charts• Chalkboard
• Photographs• Chalkboard
• Chalkboard• Photograph• Diagrams
Certificate Geography• Student’s Book 3
pages 76–77• Teacher’s Book 3
page 76
Certificate Geography• Student’s Book 3
pages 78–80• Teacher’s Book 3
pages 46–47
Certificate Geography• Student’s Book 3
pages 81–82• Teacher’s Book 3
pages 46–47
Certificate Geography• Student’s Book 3
pages 83–84 • Teacher’s Book 3
page 47
Certificate Geography• Student’s Book 3
pages 85–86• Teacher’s Book 3 page 47
WEE
K 8
WEE
K 9
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
127 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 1
4
1
2
3
4
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
Depositional features• Alluvial fans• Meanders• Flood plains
• Ox-bow lakes• River braids
• Natural levées• Deltas
• Types of deltas
River profile
By the end of the lesson, the learner should be able to describe and explain how depositional features are formed.
By the end of the lesson, the learner should be able to describe how ox-bow lakes and river braids are formed.
By the end of the lesson, the learner should be able to describe how natural levées and deltas are formed.
By the end of the lesson, the learner should be able to:• explain how arcuate, bird’s
foot and estuarine deltas are formed.
• cite examples of deltas in Kenya and the rest of the world.
By the end of the lesson, the learner should be able to describe the various stages in the longitudinal profile and draw the long profile of a river.
• Studying photographs• Questions and answers• Drawing diagrams• Note taking
• Drawing • Diagrams• Studying photographs• Demonstration
• Drawing • Studying photographs• Demonstration• Note taking
• Drawing• Studying photographs• Demonstration• Note taking
• Drawing • Studying photographs• Note taking
• Photographs • Topographical maps• Charts• Chalkboard
• Charts• Photographs• Models
• Photographs• Charts• Models
• Charts• Photographs• Models• World map
• Charts• Photographs• Chalkboard
Certificate Geography• Student’s Book 3
pages 86–87• Teacher’s Book 3
page 47
Certificate Geography• Student’s Book 3
pages 87–88• Teacher’s Book 3
page 47
Certificate Geography• Student’s Book 3
pages 89–90• Teacher’s Book 3
page 47
Certificate Geography• Student’s Book 3
pages 91–92• Teacher’s Book 3
page 47
Certificate Geography• Student’s Book 3
pages 92–93• Teacher’s Book 3
page 47
WEE
K 1
0W
EEK
9
128
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 1
1
2
3
4
1
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
The hydrological cycle and the action of rivers
• River capture
• River rejuvenation
Features formed by river rejuvenation• Knick points• River terraces• Meanders• Gorges
Drainage patterns• Radial
• Accordant• Discordant• Back-tilted
By the end of the lesson, the learner should be able to define ‘river capture’ and explain the process of its formation.
By the end of the lesson, the learner should be able to define ‘river rejuvenation’ and explain its causes.
By the end of the lesson, the learner should be able to identify and explain how various rejuvenation features are formed.
By the end of the lesson, the learner should be able to:• state the factors influencing
drainage patterns.• describe various drainage
patterns.• cite examples of the patterns in
Kenya and the rest of the world.
By the end of the lesson, the learner should be able to explain how the drainage systems are formed.
• Drawing• Note taking• Discussion
• Note taking• Discussion• Questions and answers• Studying photographs
• Drawing • Studying• Photographs• Note taking
• Drawing• Discussion• Studying photographs• Field trip
• Discussion• Drawing• Studying photographs
• Chalkboard• Charts
• Charts• Chalkboard• Photographs
• Charts• Photographs• Chalkboard
• Charts• Topographical maps• Photographs• The field
• Charts• Photographs
Certificate Geography• Student’s Book 3
pages 93–94• Teacher’s Book 3
pages 47–48
Certificate Geography• Student’s Book 3
pages 94–95• Teacher’s Book 3
pages 47–48• Dictionary of
Geography page 357
Certificate Geography• Student’s Book 3
pages 95–97• Teacher’s Book 3
pages 47–48
Certificate Geography• Student’s Book 3
pages 97–99• Teacher’s Book 3
page 48
Certificate Geography• Student’s Book 3
pages 99–100• Teacher’s Book 3
pages 47–48
WEE
K 1
1W
EEK
12
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
129 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 1
2
3
4
1
2
The hydrological cycle and the action of rivers
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Significance of rivers
Nature of ocean water• Introduction
Movement of the water • Horizontal
• Vertical
Tides• Definition • Causes
By the end of the lesson, the learner should be able to explain the significance of rivers.
By the end of the lesson, the learner should be able to:• define ‘ocean’ and ‘sea’.• identify the oceans and seas of
the world.• describe the characteristics of
ocean water.
By the end of the lesson, the learner should be able to describe horizontal movement of ocean water and state the factors that lead to development of ocean water.
By the end of the lesson, the learner should be able to describe the vertical movement of the of the ocean water and explain the causes of this movement.
By the end of the lesson, the learner should be able to define tides and explain their causes.
• Discussion • Note taking
• Questions and answers• Note taking• Studying and analysing
photographs
• Discussion• Demonstration• Viewing videos• Note taking
• Discussion• Note taking• Drawing
• Questions and answers• Demonstration• Note taking
• Chalkboard• Atlases• Charts• Sandpits
• Chalkboard• World map
• Videotapes• Chalkboard• Pictures
• Maps• Chalkboard• Wall maps• Diagrams
• Models
Certificate Geography• Student’s Book 3
pages 101–103• Teacher’s Book 3
page 48
Certificate Geography• Student’s Book 3
pages 104–105• Teacher’s Book 3
page 51• World map Atlas
Certificate Geography• Student’s Book 3
page 106• Teacher’s Book 3
page 52
Certificate Geography• Student’s Book 3
pages 107–108• Teacher’s Book 3
page 52
Certificate Geography• Student’s Book 3
pages 108–110• Teacher’s Book 3
page 52
WEE
K 1
2W
EEK
13
130
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 1
3
4
1
2
3
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Types of tides
Coastal land forms• Introduction • Definition of
terms• Wave formation• Types of waves
Wave erosion
Features formed by wave erosion• Cliffs• Wave-cut
platforms• Bays and
headlands
• Caves• Blowholes• Geos• Arches • Stacks• Stumps
By the end of the lesson, the learner should be able to describe the various types of tides.
By the end of the lesson, the learner should be able to:• define various terms used in
coastal landforms. • describe how a wave is formed
and name types of waves.
By the end of the lesson, the learner should be able to describe the process of wave erosion.
By the end of the lesson, the learner should be able to describe how cliffs, wave-cut platforms, bays and headlands are formed.
By the end of the lesson, the learner should be able to describe and explain how these features are formed as well as explain the process of long shore drift.
• Discussion• Questions and answers• Note taking• Drawing
• Question and answer• Demonstration • Video viewing• Note taking• Drawing
• Studying photographs• Discussion• Note taking• Interpreting maps• Modelling
• Drawing• Studying photographs• Note taking• Video viewing• Field trip
• Question and answer• Drawing• Note taking• Video viewing• Modelling features
• Chalkboard• Charts
• Chalkboard• Video/films• Charts• Atlases• Sandpits
• Photographs• Chalkboard• Wall maps• Models
• Charts• Photographs• Video films• The field• Sketches
• Charts• Photographs• Videotapes• Diagrams• Models
Certificate Geography• Student’s Book 3
page 110• Teacher’s Book 3
page 52
Certificate Geography• Student’s Book 3
pages 111–112• Teacher’s Book 3
pages 52–53
Certificate Geography• Student’s Book 3
pages 113–114• Teacher’s Book 3
pages 52–53
Certificate Geography• Student’s Book 3
pages 114–115• Teacher’s Book 3
page 53
Certificate Geography• Student’s Book 3
pages 115–116• Teacher’s Book 3
page 53
WEE
K 1
3W
EEK
14
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
131 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 1
4 Tests Exams
• Work covered By the end of the term, the learner should be able to answer questions on work covered.
• Write the test • Test papers
WEE
K 1
4
132
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
1
2
3
4
1
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Wave transport
Features resulting from wave deposition• Beaches• Spits
• Bay bars• Offshore bars• Tombolo• Spate foreland
• Mudflats• Salt marshes • Dune belts
Types of coasts • Submerged
coast• Submerged
highland coasts• Ria coast• Fiord coast
By the end of the lesson, the learner should be able to describe and explain how these erosion features are formed and explain the process of long shore drift.
By the end of the lesson, the learner should be able to explain the factors influencing wave transport and wave deposition.
By the end of the lesson, the learner should be able to describe and explain how these features are formed.
By the end of the lesson, the learner should be able to describe and explain how these features are formed.
By the end of the lesson, the learner should be able to describe and explain how the features are formed, and the factors influencing types of coasts.
• Discussion• Questions and answers• Note taking
• Studying photographs• Drawing• Note taking
• Discussion• Drawing• Note taking• Studying photographs
• Questions and answers• Discussion• Note taking
• Studying photographs• Demonstration• Drawing• Questions and answers• Note taking
• Chalkboard• Atlases• Photographs• Diagrams
• Photographs• Charts
• Charts• Photographs
• Photographs
• Models• Photographs• Charts
Certificate Geography• Student’s Book 3
pages 116–117• Teacher’s Book 3
page 53
Certificate Geography• Student’s Book 3
pages 118–119• Teacher’s Book 3
pages 52–53 Certificate Geography• Student’s Book 3
pages 120–121• Teacher’s Book 3
pages 52–53
Certificate Geography• Student’s Book 3
pages 122–123• Teacher’s Book 3
pages 52–53
Certificate Geography• Student’s Book 3
pages 124–125• Teacher’s Book 3
page 54
WEE
K 1
WEE
K 2
Geography Form Three Schemes of Work: Term Two
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
133 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 2
2
3
4
1
2
Oceans, Seas and their Coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
Oceans, seas and their coasts
• Longitudinal coasts
• Submerged lowland coast
• Emerged coasts• Highland • Lowland
• Coral coasts• Types of coral
coasts • Fringing reef
• Barrier reef• Atolls
Theories on formation of barrier reefs and atolls
By the end of the lesson, the learner should be able to describe how longitudinal coasts are formed and the characteristics of submerged lowland coasts.
By the end of the lesson, the learner should be able to state the causes of emergence and the characteristic features of emerged highland and lowland coasts.
By the end of the lesson, the learner should be able to state the conditions necessary for growth of coral polyps and describe how a fringing reef is formed.
By the end of the lesson, the learner should be able to describe and explain how barrier reefs and atolls are formed.
By the end of the lesson, the learner should be able to discuss various theories on the formation of barrier reefs and atolls.
• Studying photographs• Drawing• Questions and answers• Note taking
• Studying photographs• Drawing• Questions and answers• Note taking• Viewing
• Demonstration• Drawing• Note taking
• Demonstration• Studying photographs• Viewing• Questions and answers• Drawing
• Discussion• Questions and answers• Note taking• Drawing
• Photographs• Charts• Diagrams• Video shows and
films
• Photographs• Charts• Videotapes• Atlases• Sandpits
• Models • Charts• Diagrams• Pictures
• Models• Photographs• Diagrams• Atlases
• Charts• Maps• Diagrams
Certificate Geography• Student’s Book 3
page 126• Teacher’s Book 3
page 54
Certificate Geography• Student’s Book 3
pages 127–129• Teacher’s Book 3
page 54
Certificate Geography• Student’s Book 3
page 130• Teacher’s Book 3
page 54
Certificate Geography• Student’s Book 3
pages 130–131• Teacher’s Book 3
page 54
Certificate Geography• Student’s Book 3
page 132• Teacher’s Book 3
page 54
WEE
K 2
WEE
K 3
134
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 2
3
4
1
2
3
Oceans, seas and their coasts
Action of wind and water in arid areas
Action of wind and water in arid areas
Action of wind and water in arid areas
Action of wind and water in arid areas
• Significance of oceans, coasts and coastal features
• Introduction • Wind erosion
Features formed by wind erosion• Rock pedestals• Mushroom
blocks• Zeugen
• Yardangs• Deflation
hollows and oasis
• Ventifacts
Wind transportation
By the end of the lesson, the learner should be able to explain the significance of oceans, coasts and coastal features.
By the end of the lesson, the learner should be able to describe the process of wind erosion in arid areas.
By the end of the lesson, the learner should be able to describe how these features are formed, cite areas in Kenya, and the rest of the world where they are found.
By the end of the lesson, the learner should be able to describe how these erosion features are formed and cite areas where they are found.
By the end of the lesson, the learner should be able to state the factors that influence wind transport and describe the process of wind transportation.
• Questions and answers• Discussion• Note taking
• Questions and answers• Studying photographs• Drawing• Watching videos
• Discussion• Question and answer• Drawing• Demonstration• Note taking
• Question and answer• Demonstration• Drawing• Note taking
• Discussion• Question and answer• Note taking• Viewing videos
• Chalkboard• Diagrams• Atlases
• Photographs• Charts• Videos
• Charts• Models• Chalkboard• Atlases
• Models • Charts• Chalkboard
• Videotapes• Atlases• Wall maps
Certificate Geography• Student’s Book 3
page 134• Teacher’s Book 3
page 54
Certificate Geography• Student’s Book 3
pages 137–139• Teacher’s Book 3
page 57
Certificate Geography• Student’s Book 3
pages 139–140• Teacher’s Book 3
page 58
Certificate Geography• Student’s Book 3
pages 141–143• Teacher’s Book 3
page 58
Certificate Geography• Student’s Book 3
pages 143–144• Teacher’s Book 3
page 58
WEE
K 4
WEE
K 3
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
135 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 2
4
1
2
3
4
Action of wind and water in arid areas
Action of wind and water in arid areas
Action of wind and water in arid areas
Action of wind and water in arid areas
Action of wind and water in arid areas
Wind deposition• Resultant
features• Sand dunes• Barchans
• Seif dunes• Tranverse
dunes• Drass• Loess
Features that result from the action of water • Inselbergs• Mesas and
buttes
• Gorges• Wadis• Alluvial fans
and bajadas
• Pediments• Pediplains• Playas
By the end of the lesson, the learner should be able to state factors influencing wind deposition and describe how sand dunes are formed.
By the end of the lesson, the learner should be able to describe how these features are formed and cite areas where they are found.
By the end of the lesson, the learner should be able to describe how these features are formed and cite areas where they are found.
By the end of the lesson, the learner should be able to describe how these features are formed.
By the end of the lesson, the learner should be able to describe how these features are formed and cite areas where they are found.
• Questions and answers• Demonstration • Studying photographs• Drawing
• Questions and answers• Drawing • Viewing videos
• Discussion• Studying photograph• Demonstration• Modelling
• Question and answer• Drawing
• Question and answer• Drawing • Studying photographs• Note taking
• Charts • Models• Photographs
• Charts• Video tapes• Atlases
• Photographs• Models• Videos and films
• Photographs• Charts• Wall maps• Atlases
• Photographs• Sketches• Atlases
Certificate Geography• Student’s Book 3
pages 144–145• Teacher’s Book 3
page 58
Certificate Geography• Student’s Book 3
pages 145–146• Teacher’s Book 3
page 58
Certificate Geography• Student’s Book 3
pages 147–149 • Teacher’s Book 3
page 59
Certificate Geography• Student’s Book 3
pages 149–150• Teacher’s Book 3
page 59
Certificate Geography• Student’s Book 3
pages 150–152• Teacher’s Book 3
page 59
WEE
K 5
WEE
K 4
136
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 2
1
2
3
4
1
Action of wind and water in arid areas
Action of water in limestone areas
Action of water in limestone areas
Action of water in limestone areas
Action of water in limestone areas
Significance of desert features
• Sources of underground water
• Factors influencing existence of underground water
• Water table
Features associated with underground water• Springs• Wells and
boreholes
• Artesian basins
By the end of the lesson, the learner should be able to explain the significance of desert features.
By the end of the lesson, the learner should be able to state the sources of underground water and the factors influencing existence of underground water.
By the end of the lesson, the learner should be able to define ‘water table’ and name the zones of underground water.
By the end of the lesson, the learner should be able to define a spring and describe various ways in which springs, wells and boreholes are formed.
By the end of the lesson, the learner should be able to:• define ‘artesian basin’.• give the ideal conditions for
the formation of artesian wells.• explain the problems
associated with them.
• Question and answer• Note taking
• Question and answer• Discussion• Stating sources• Watching films
• Drawing • Question and answer• Note taking• Naming zones
• Question and answer• Discussion• Drawing• Modelling
• Drawing • Questions and answers• Note taking
• Chalkboard• Diagram• Atlases
• Chalkboard• Photograph• Maps• Atlases• Videos and films
• Sketches• Chalkboard• Wall maps• Atlases
• Charts• Sketch diagrams• Atlases• Models
• Chalkboard• Sketches• Atlases• Maps
Certificate Geography• Student’s Book 3
pages 152–153• Teacher’s Book 3
page 59
Certificate Geography• Student’s Book 3
pages 154–155• Teacher’s Book 3
page 61
Certificate Geography• Student’s Book 3
page 156• Teacher’s Book 3
page 62
Certificate Geography• Student’s Book 3
pages 156–157• Teacher’s Book 3
page 62
Certificate Geography• Student’s Book 3
pages 157–158• Teacher’s Book 3
page 62
WEE
K 6
W
EEK
7
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
137 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 2
2
3
4
1
Action of water in limestone areas
Action of water in limestone areas
Action of water in limestone areas
Glaciation
• Significance of ground water
• Karst scenery
Surface features in limestone areas• Clints and
grikes• Swallow-holes• Dry valleys• Poljes• Dolines • Uvalas
Underground features in limestone areas• Caves and
caverns• Stalagmites and
stalactites• Pillars
• Introduction • Definition of
terms
By the end of the lesson, the learner should be able to explain the significance of ground water and the factors influencing the development of karst scenery.
By the end of the lesson, the learner should be able to describe how these features are formed.
By the end of the lesson, the learner should be able to describe how these features are formed and explain the significance of limestone features.
By the end of the lesson, the learner should be able to define terms associated with glaciation.
• Questions and answers• Note taking• Studying photographs• Observing films
• Discussion• Drawing• Studying photographs• Demonstration• Note taking• Modelling
• Drawing• Demonstration• Studying photographs• Questions and answers• Note taking
• Question and answer• Discussion• Studying photographs• Note taking
• Chalkboard• Photograph and
slides• Videos and films
• Charts• Models• Photographs
• Models• Charts• Photographs• Diagrams
• Chalkboard• Photographs• Dictionary of Geography
Certificate Geography• Student’s Book 3
pages 158–159• Teacher’s Book 3
page 62
Certificate Geography• Student’s Book 3
pages 160–161• Teacher’s Book 3
page 62
Certificate Geography• Student’s Book 3
pages 162–163• Teacher’s Book 3 page 62
Certificate Geography• Student’s Book 3
page 164• Teacher’s Book 3
page 64
WEE
K 7
WEE
K 8
138
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 2
2
3
4
1
2
Glaciation
Glaciation
Glaciation
Glaciation
Glaciation
• Ice movement
• Glacial erosion
• Glacial transport
• Glacial deposition
• Features in glaciated highlands
– Cirques – Arêtes – Pyramid/
peaks
By the end of the lesson, the learner should be able to explain the mechanism through which ice moves and the factors influencing ice movement.
By the end of the lesson, the learner should be able to explain the process of glacial erosion and state the factors influencing it.
By the end of the lesson, the learner should be able to describe, with the aid of a diagram, the types of moraine carried by a glacier.
By the end of the lesson, the learner should be able to identify the categories of glacial deposition.
By the end of the lesson, the learner should be able to describe how these features are formed and cite areas where they are found.
• Demonstration• Discussion• Questions and answers
• Question and answer• Discussion• Note taking• Viewing videos
• Drawing • Question and answer• Note taking
• Discussion• Question and answer• Studying photographs• Note taking
• Viewing videotapes• Studying photographs• Drawing
• Models• Charts• Maps
• Videotapes and films
• Sketch diagrams• Chalkboard• Atlases
• Chalkboard• Photographs and
slides
• Videotapes Photographs
• Sketches• Chalkboard
Certificate Geography• Student’s Book 3
pages 165–166• Teacher’s Book 3
page 65
Certificate Geography• Student’s Book 3
page 166• Teacher’s Book 3
page 65
Certificate Geography• Student’s Book 3
page 167• Teacher’s Book 3
page 65
Certificate Geography• Student’s Book 3
page 168• Teacher’s Book 3
page 66
Certificate Geography• Student’s Book 3
pages 168–170• Teacher’s Book 3
page 66
WEE
K 8
W
EEK
9
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
139 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 2
Certificate Geography• Student’s Book 3
pages 170–171• Teacher’s Book 3
page 66
Certificate Geography• Student’s Book 3
page 172• Teacher’s Book 3
page 66
Certificate Geography• Student’s Book 3
pages 173–174• Teacher’s Book 3
page 66
Certificate Geography• Student’s Book 3
pages 174–175• Teacher’s Book 3
page 66
Certificate Geography• Student’s Book 3
pages 175–176• Teacher’s Book 3
page 66
• Photographs• Videotapes • Sketches
• Photographs and slides
• Charts• Diagrams
• Photographs and slides
• Video films• Models
• Video films• Photographs and
slides• Sketches
• Chalkboard• Drawings
• Studying photographs• Viewing videotapes• Drawing
• Studying photographs • Drawing • Note taking
• Viewing videos• Studying photographs• Drawing• Modelling
• Viewing videos• Studying photographs• Drawing
• Question and answer• Note taking
By the end of the lesson, the learner should be able to describe how these features are formed and cite areas where they are found.
By the end of the lesson, the learner should be able to describe how these features are formed.
By the end of the lesson, the learner should be able to identify these features and describe how they are formed.
By the end of the lesson, the learner should be able to identify the features and describe how they are formed.
By the end of the lesson, the learner should be able to explain the significance of glaciation.
– Hanging valleys and glacial troughs
– Fiords– Rock basins
• Features in glaciated lowlands,
• Erosion features– Ice-eroded
plains– Roche
moutonnées– Crag and tail
• Depositional features in glaciated lowlands– Erratics– Boulder trains– Tills– Drumlins
– Eskers– Kame– Outwash
plains– Terminal
moraine
Significance of glaciation
Glaciation
Glaciation
Glaciation
Glaciation
Glaciation
3
4
1
2
3
WEE
K 1
0W
EEK
9
140
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 2
4
1
2
3
4
Lakes
Lakes
Lakes
Lakes
Lakes
• Definition• Fresh and salty
water lakes
Formation and classification of lakes • Lakes formed
due to earth movements
• Lakes formed by erosion
• Lakes formed by deposition
• Lakes formed due to human activities
• Significance of lakes
By the end of the lesson, the learner should be able to:• define ‘lake’.• identify fresh water and salty
lakes in Kenya.• explain why they are fresh or
salty.By the end of the lesson, the learner should be able to identify the various earth movements that result in lakes formation and give examples of such lakes.
By the end of the lesson, the learner should be able to identify various erosion processes by which lakes form and give examples of such lakes.
By the end of the lesson, the learner should be able to explain how various lakes are formed by deposition and cite examples of such lakes.
By the end of the lesson, the learner should be able to identify various human activities that may lead to lake formation and explain the significance of lakes.
• Questions and answers• Discussion
• Discussion• Question and answer• Demonstration• Drawing
• Discussion• Question and answer• Studying photographs
• Question and answer• Discussion• Studying photographs• Drawing
• Discussion• Questions and answers• Studying photograph• Note taking• Modelling
• Chalkboard• Video and films
• Models • Chalkboard• Charts• Diagrams
• Chalkboard• Photographs
• Photographs• Sandpits• Diagrams
• Chalkboard• Photograph• Models
Certificate Geography
• Student’s Book 3 page 177
• Teacher’s Book 3 page 68
Certificate Geography• Student’s Book 3
pages 178–180• Teacher’s Book 3
page 69
Certificate Geography• Student’s Book 3
pages 180–181• Teacher’s Book 3 page 69
Certificate Geography• Student’s Book 3
pages 181–182• Teacher’s Book 3
page 69
Certificate Geography• Student’s Book 3
pages 182–184• Teacher’s Book 3
page 69
WEE
K 1
1W
EEK
10
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
141 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 2
Certificate Geography• Student’s Book 3
page 185• Teacher’s Book 3
page 71
Certificate Geography• Student’s Book 3
pages 186–188• Teacher’s Book 3
page 71
Certificate Geography• Student’s Book 3
pages 188–189 • Teacher’s Book 3 page 71
Certificate Geography
• Student’s Book 3 pages 189–192
• Teacher’s Book 3 page 72
Certificate Geography• Student’s Book 3
pages 193–194• Teacher’s Book 3
pages 74–75
• Chalkboard• Photograph• Videos and films
• Chalkboard• Photographs• Sandpits
• Chalkboard • Photographs• Sandpits
• Relevant books • Equipment • Resource persons
• Soil samples• Chalkboard
• Question and answer• Photographs • Note taking• Watching films
• Question and answer• Studying• Photographs• Note taking
• Question and answer• Studying photographs
• Stating objectives and hypothesis
• Making preparations for field study
• Carrying out the fieldwork
• Recording data• Follow-up action
• Question and answer• Discussion
By the end of the lesson, the learner should be able to list the types of mountains and describe how they are formed, giving examples.
By the end of the lesson, the learner should be able to list types of plateaus and plains and describe how they are formed.
By the end of the lesson, the learner should be able to list the types of valleys and basins and describe how they are formed.
By the end of the lesson, the learner should be able to carry out fieldwork study.
By the end of the lesson, the learner should be able to define ‘soil’ and state the constituents of soil.
Mountains
Plateaus and plains
Valleys and basins
Fieldwork in any topic on internal and external land forming processes
• Definition • Composition of
soil
Classification of landformsand fieldwork
Classification of landforms and fieldwork
Classification of landforms and fieldwork
Classification of landforms and fieldwork
Soils
1
2
3
4
1
WEE
K 1
2W
EEK
13
142
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 2
2
3
4
Soils
Soils
Soils
Revision and Exams
Formation of soil • Process
Factors influencing soil formation
Properties and characteristics of soil• Texture• Structure
Exams
By the end of the lesson, the learner should be able to describe the process of soil formation.
By the end of the lesson, the learner should be able to state the factors influencing soil formation.
By the end of the lesson, the learner should be able to define ‘soil texture’ and ‘structure’ and state the various types of soil texture and structure.
By the end of the two terms, the learner should be able to answer questions in the exams on all work covered.
• Question and answer• Discussion
• Discussion• Question and answer
• Question and answer• Samples • Drawing
• Reading• Writing
• Chalkboard• Films
• Chalkboard• Videos and films
• Soil samples• Charts• Photographs
• Exam papers• Maps• Diagrams
Certificate Geography• Student’s Book 3
pages 195–196• Teacher’s Book 3
page 75
Certificate Geography• Student’s Book 3
pages 196–197• Teacher’s Book 3
page 75
Certificate Geography• Student’s Book 3
pages 198–200• Teacher’s Book 3
page 75
Certificate Geography• Student’s Book 3
pages 1–200• Test papers
WEE
K 1
3W
EEK
14
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
143 NOT FOR SALE
LESSON
Geography Form Three Schemes of Work: Term Three
Certificate Geography• Student’s Book 3
pages 200–202• Teacher’s Book 3
page 75
Certificate Geography• Student’s Book 3
page 202• Teacher’s Book 3
page 75
Certificate Geography• Student’s Book 3
pages 204–206• Teacher’s Book 3
pages 75–76
Certificate Geography• Student’s Book 3
pages 206–207• Teacher’s Book 3
page 75
Certificate Geography• Student’s Book 3
page 208• Teacher’s Book 3
page 76
• Soil samples • Chalkboard• Charts
• Soil samples• Chalkboard• Diagrams
• Charts• Films and slides
• Chalkboard• Videos and films
• Diagrams• Chalkboard
• Discussion• Question and answer• Note taking
• Discussion• Testing of soils for
acidity or alkalinity• Drawing
• Drawing• Question and answer• Note taking
• Question and answer• Note taking
• Drawing• Discussion• Note taking
By the end of the lesson, the learner should be able to describe the different characteristics of soil.
By the end of the lesson, the learner should be able to describe the different characteristics of soil.
By the end of the lesson, the learner should be able to define ‘soil profile’ and draw a mature soil profile.
By the end of the lesson, the learner should be able to state and explain the processes affecting the formation of soil profile.
By the end of the lesson, the learner should be able to define ‘soil catena’ and state the factors influencing its development.
Properties and characteristics of soil• Thickness• Colour• Water and air
• Porosity• Temperature• Lime content
Soil profile
Processes affecting the formation of soil profile
Soil catena
Soils
Soils
Soils
Soils
Soils
1
2
3
4
1
WEE
K 2
WEE
K 1
144
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 3
2
3
4
1
2
Soils
Soils
Soils
Soils
Soils
Soil degeneration• Types
Soil erosion• Causes• Effects
Soil classification • Zonal• Intrazonal• Azonal
Significance of soils
Soil management
By the end of the lesson, the learner should be able to define ‘soil degeneration’ and state the types of soil degeneration.
By the end of the lesson, the learner should be able to define ‘soil erosion’ and state its causes and effects.
By the end of the lesson, the learner should be able to classify soils by order and give examples of soils in each order.
By the end of the lesson, the learner should be able to explain the significance of soils.
By the end of the lesson, the learner should be able to define the process of soil management and explain the measures that can be taken to manage soils.
• Question and answer• Discussion• Viewing slides• Watching photographs
• Discussion• Questions and answers• Viewing videos• Note taking• Studying photographs
• Drawing soil tables• Question and answer• Note taking
• Question and answer• Discussion
• Question and answer• Discussion• Viewing of videotapes
on soil management• Note taking
• Chalkboard• Photographs and
slides
• Photographs• Videotapes
• Soil samples• Chalkboard• Tables
• Table• Chalkboard• Charts
• Videotapes• Chalkboard
Certificate Geography• Student’s Book 3
pages 208–209• Teacher’s Book 3
page 76
Certificate Geography• Student’s Book 3
pages 210–212• Teacher’s Book 3
page 76
Certificate Geography• Student’s Book 3
pages 212–213• Teacher’s Book 3
pages 76–77
Certificate Geography• Student’s Book 3
pages 213–215• Teacher’s Book 3
page 77
Certificate Geography• Student’s Book 3
page 215• Teacher’s Book 3
page 77
WEE
K 3
WEE
K 2
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
145 NOT FOR SALE
LESSON
Geography Form 3Schemes of Work
Term 3
3
4
1
2
3
Soils
Soils
Agriculture 1:Introduction to agriculture
Agriculture 1:Introduction to agriculture
Agriculture 1:Introduction to agriculture
Soil conservation
Fieldwork
DefinitionFactors influencing agriculture• Physical• Human
Types of agriculture• Subsistence
farming
• Commercial farming
• Plantation agriculture
By the end of the lesson, the learner should be able to define soil conservation and explain the measures of soil conservation.
By the end of the lesson, the learner should be able to analyze different types of soil within the school environment.
By the end of the lesson, the learner should be able to define the term ‘agriculture’ and explain the physical and human factors influencing agriculture.
By the end of the lesson, the learner should be able to state the characteristics of shifting cultivation and intensive subsistence farming.
By the end of the lesson, the learner should be able to state the characteristics of plantation farming and its problems.
• Question and answer• Studying photographs• Viewing videotapes• Note taking
• Stating objectives and hypothesis
• Making preparations for the study
• Carrying out field study• Recording data • Follow-up activities
• Question and answer• Discussion• Note taking
• Discussion• Question and answer• Note taking
• Discussion• Question and answer• Studying photographs• Note taking
• Photographs• Videotapes
• Necessary equipment• The field
• Chalkboard• Atlases• Wall maps
• Chalkboard• Pictures• Sketches
• Photographs• Chalkboard• Wall maps
Certificate Geography• Student’s Book 3
pages 216–219• Teacher’s Book 3
page 77
Certificate Geography• Student’s Book 3
pages 219–222• Teacher’s Book 3
page 77
Certificate Geography• Student’s Book 3
pages 223–229• Teacher’s Book 3
pages 79–81
Certificate Geography• Student’s Book 3
pages 229–231• Teacher’s Book 3
page 82
Certificate Geography• Student’s Book 3
pages 231–234• Teacher’s Book 3
page 82
WEE
K 3
WEE
K 4
146
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 3
4
1
2
3
4
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
• Tea farming– Physical
requirements– Human
requirements
Tea cultivation to processing
• Marketing• Problems
• Sugar cane farming– Physical
requirements– Human
requirements
• Cultivation• Marketing
By the end of the lesson, the learner should be able to give the physical and human requirements for growing tea and identify tea-growing areas in Kenya.
By the end of the lesson, the learner should be able to describe stages involved in tea production from planting to processing.
By the end of the lesson, the learner should be able to explain the marketing of tea in Kenya and the problems facing tea farming.
By the end of the lesson, the learner should be able to give the physical and human requirements for sugar cane growing and identify areas where sugar cane is grown in Kenya.
By the end of the lesson, the learner should be able to describe sugar cane farming from plantation to marketing.
• Discussion• Question and answer• Drawing maps• Studying photographs
• Questions and answers• Photographs• Visit to tea farms and
factory• Viewing videotapes• Note taking
• Question and answer• Discussion• Note taking
• Questions and answers• Discussion• Map drawing• View specimens of sugar
cane
• Viewing videotapes a or visits to sugar cane farm or factory
• Studying photograph • Question and answer
• Map• Photographs• Tea specimens
• The field• Videostapes• Diagrams
• Chalkboard• Pictures• Wall maps
• Map• Chalkboard• Specimens of sugar
cane• Diagrams
• Videotapes• The field• Photographs• Resource persons
Certificate Geography• Student’s Book 3
pages 242–245• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 244–246• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 247–248• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 248–249• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 250–252• Teacher’s Book 3
pages 82–83
WEE
K 4
WEE
K 5
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
147 NOT FOR SALE
LESSON
1
2
3
4
1
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
• Importance of sugar to the economy
• Problems
• Maize farming in Kenya – Physical
requirements– Human
requirements
• Maize cultivation from planting to processing
• Distribution of maize farming areas
• Marketing• Importance • Problems
• Cocoa farming in Ghana– Conditions of
farming – Growth of
cocoa
By the end of the lesson, the learner should be able to explain the importance of sugar to Kenya’s economy and the problems facing sugar cane farming in Kenya.
By the end of the lesson, the learner should be able to state the physical and human requirements for maize growing.
By the end of the lesson, the learner should be able to describe maize farming from planting to processing and account for the distribution of maize farming in Kenya.
By the end of the lesson, the learner should be able to:• describe the marketing of maize.• explain its importance to
Kenya’s economy.• the problems facing maize
farming in Kenya.
By the end of the lesson, the learner should be able to state the physical and human requirements of cocoa growing.
• Question and answer• Discussion• Note taking• Viewing pictures
• Question and answer• Discussion• Note taking
• Question and answer• Discussion• Visit to a maize farm
• Question and answer• Discussion• Note taking
• Discussion• Question and answer• Studying photographs• Note taking
• Chalkboard• Photographs and
pictures
• Chalkboard• Wall maps• Sketches
• The field• Resource persons• Videos, films and
slides
• Chalkboard• Statistical abstracts
• Photographs• Wall maps• Diagrams
Certificate Geography• Student’s Book 3
pages 252–254• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 254–255• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 255–258• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 259–260• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 260–262• Teacher’s Book 3
pages 82–83WEE
K 7
Geography Form 3Schemes of Work
Term 3W
EEK
6
148
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
Geography Form 3Schemes of Work
Term 3
2
3
4
1
2
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 2: Crop farming
Agriculture 3:Related studies on coffee, wheat and horticultural farming
• Cocoa– Cultivatio– Distribution
of cocoa growing areas
• Marketing• Importance• Problems
• Oil palm in Nigeria– Conditions– Cultivation
• Oil palm– Distribution– Marketing– Importance– Problems
• Coffee in Kenya and Brazil
• Conditions favouring growth
• Methods of production
By the end of the lesson, the learner should be able to describe the cultivation of cocoa from planting to harvesting and identify the cocoa growing areas in Ghana.
By the end of the lesson, the learner should be able to explain the marketing and importance of cocoa farming to Ghana’s economy and list the problems facing cocoa farming in Ghana.
By the end of the lesson, the learner should be able to state the physical and human requirements of oil palm farming and describe the production of the crop from planting to processing.
By the end of the lesson, the learner should be able to:• draw a sketch map of Nigeria,
identifying the oil palm growing areas.
• explain the marketing, importance of oil palm in Nigeria and the problems facing oil palm farming.
By the end of the lesson, the learner should be able to state the conditions favouring coffee growing in Kenya and Brazil and the methods of production.
• Viewing films/videos• Question and answer• Drawing sketch maps
• Question and answer• Classification• Note taking
• Questions and answers• Studying photographs• Viewing films/videos• Note taking
• Drawing• Question and answer• Discussion• Note taking
• Drawing maps• Viewing specimens of
coffee• Studying photographs • Note taking
• Maps• Videotapes• Chalkboard
• Chalkboard
• Photographs• Videotapes• Chalkboard
• Map of Nigeria• Chalkboard• Diagrams
• Maps• Specimens• Photographs
Certificate Geography
• Student’s Book 3 pages 262–264
• Teacher’s Book 3 pages 82–83
Certificate Geography• Student’s Book 3
pages 264–265• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 265–268• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 268–270• Teacher’s Book 3
pages 82–83
Certificate Geography• Student’s Book 3
pages 271–274• Teacher’s Book 3
pages 83–86
WEE
K 8
WEE
K 7
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
149 NOT FOR SALE
LESSON
3
4
1
2
Agriculture 3:Related studies on coffee, wheat and horticultural farming
Agriculture 3:Related studies on coffee, wheat and horticultural farming
Agriculture 3:Related studies on coffee, wheat and horticultural farming
Agriculture 3:Related studies on coffee, wheat and horticultural farming
Marketing• Importance• Problems
• Wheat farming in Kenya and Canada
• Distribution• Production &
marketing• Problems
Horticulture in Kenya and the Netherlands• Factors
favouring horticulture
By the end of the lesson, the learner should be able to compare the marketing of coffee in Kenya and Brazil, and explain the importance of coffee to the economy of Kenya and Brazil.
By the end of the lesson, the learner should be able to explain the conditions favouring wheat farming in Kenya and Canada.
By the end of the lesson, the learner should be able to:• account for the distribution of
wheat growing areas.• compare the production,
marketing of wheat in Kenya and Canada.
• state the problems facing coffee farming in the two countries.
By the end of the lesson, the learner should be able to:• define ‘horticulture’.• state the characteristics of
horticultural farming and the factors favouring horticultural farming in Kenya and the Netherlands.
• Question and answer• Note taking• Discussion
• Question and answer• Discussion• Viewing specimens
• Map drawing• Question and answer• Note taking
• Question and answer• Discussion• Photographs
• Chalkboard• Statistical abstracts• Wall maps
• Chalkboard• Specimen of wheat
• Maps• Chalkboard
• Chalkboard• Photographs• Diagrams
Certificate Geography• Student’s Book 3
pages 274–276• Teacher’s Book 3
page 86
Certificate Geography• Student’s Book 3
pages 279–280• Teacher’s Book 3
page 86
Certificate Geography• Student’s Book 3
pages 278, 280–283
• Teacher’s Book 3 page 86
Certificate Geography• Student’s Book 3
pages 283–285• Teacher’s Book 3
page 83
Geography Form 3Schemes of Work
Term 3W
EEK
8W
EEK
9
150
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
3
4
1
2
Agriculture 3:Related studies on coffee, wheat and horticultural
farmingAgriculture 3:Related studies on coffee, wheat and horticultural farming
Agriculture 4:Livestock farming
Agriculture 4:Livestock farming
• Horticulture• Distribution• Cultivation
Marketing• Importance• Problems
• Pastoral farming in Kenya
– Factors influencing pastoralism
– Characteristics
• Marketing products
• Problems facing pastoralism and possible solutions
By the end of the lesson, the learner should be able to:• account for the distribution of
horticultural regions in Kenya and the Netherlands.
• compare the cultivation of horticultural crops in Kenya and the Netherlands.
By the end of the lesson, the learner should be able to:• compare marketing of
horticultural products in Kenya and the Netherlands.
• explain the importance of horticulture in the economies of Kenya and the Netherlands.
• explain the problems facing horticultural farming in the two countries.
By the end of the lesson, the learner should be able to:• define pastoralism.• state factors influencing
pastoral farming in Kenya.• state the characteristics of
pastoral farming.
By the end of the lesson, the learner should be able to:• describe how marketing of
pastoral products is done.• describe the problems facing
pastoralism in Kenya and the measures being taken to improve pastoral farming in the country.
• Drawing maps• Viewing films/video
tapes• Photographs• Note taking
• Discussion• Question and answer• Note taking
• Studying photographs• Question and answer• Note taking
• Question and answer• Discussion• Note taking
• Maps• Videotapes/films• Photographs
• Chalkboard• Diagrams• Films and slides
• Photographs• Chalkboard• Videotapes
• Chalkboard• Photographs• Maps• Atlases
Certificate Geography• Student’s Book 3
pages 285–287• Teacher’s Book 3
pages 86–87
Certificate Geography• Student’s Book 3
pages 287–289• Teacher’s Book 3
pages 86–87
Certificate Geography• Student’s Book 3
pages 290–292• Teacher’s Book 3
page 87
Certificate Geography• Student’s Book 3
pages 292–294• Teacher’s Book 3
page 88
Geography Form 3Schemes of Work
Term 3W
EEK
9W
EEK
10
OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
151 NOT FOR SALE
LESSON
3
4
1
2
3
Agriculture 4:Livestock farming
Agriculture 4:Livestock farming
Agriculture 4:Livestock farming
Agriculture 4:Livestock farming
Agriculture 4:Livestock farming
• Dairy farming– Characteristics – Factors
favouring dairy farming in Kenya and Denmark
• Distribution• Marketing• Problems
• Beef farming in Kenya and Argentina
– Characteristics– Factors
favouring beef farming
• Distribution of beef farming areas
• Marketing
• Economic importance
• Problems
By the end of the lesson, the learner should be able to state the characteristics of dairy farming, and compare factors favouring dairy farming in both countries.
By the end of the lesson, the learner should be able to:• account for the distribution
of dairy farming in Kenya and Denmark.
• describe the marketing process in the two countries.
• state the problems facing diary farming in both countries.
By the end of the lesson, the learner should be able to:• state the characteristics of beef
farming.• compare factors favouring
beef farming in Kenya and Argentina.
By the end of the lesson, the learner should be able to identify areas of beef farming in Kenya and Argentina, and describe the marketing of beef products in the two countries.
By the end of the lesson, the learner should be able to explain the importance of beef farming in the economies of Kenya and Argentina and state the problems facing beef farmers in the two countries.
• Studying photographs• Discussion• Question and answer• Note taking
• Map drawing• Question and answer• Discussion• Note taking
• Question and answer• Discussion• Note taking
• Drawing • Discussion• Note taking
• Question and answer• Discussion• Note taking
• Photographs• Videotapes and
films
• Maps• Chalkboard• Diagrams
• Photographs• Chalkboard
• Maps• Chalkboard
• Chalkboard• Videotapes
Certificate Geography• Student’s Book 3
pages 294–297• Teacher’s Book 3
page 88
Certificate Geography• Student’s Book 3
pages 300–305• Teacher’s Book 3
page 88
Certificate Geography• Student’s Book 3
pages 305–307• Teacher’s Book 3
pages 88–89
Certificate Geography• Student’s Book 3
pages 307–309• Teacher’s Book 3
page 89
Certificate Geography• Student’s Book 3
pages 309–311• Teacher’s Book 3
page 89
WEE
K 1
0W
EEK
11
Geography Form 3Schemes of Work
Term 3
152
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Certificate Geography
NOT FOR SALE
WEE
K 1
1
Agriculture 4:Livestock farming
Revision and Exams
Fieldwork on dairy farming
Exams
By the end of the lesson, the learner should be able to find out about dairy farming activities in farms near the school.
By the end of the year, the learner should be able to answer questions on the work covered throughout the year.
• Stating objectives and hypothesis
• Making preparations for the study
• Carrying out the study• Recording data• Follow-up activities
• Reading• Writing
• The field• Resource persons• Equipment• Exam papers• Diagrams• Maps
Certificate Geography• Student’s Book 3
pages 311–313• Teacher’s Book 3
page 89
• Test papers
4
WEE
K 1
2
Geography Form 3Schemes of Work
Term 3