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THE UNITED REPUBLIC OF TANZANIAMINISTRY OF EDUCATION AND VOCATIONAL TRAINING
GEOGRAPHY SYLLABUS FOR SECONDARY EDUCATION
FORM I – IV
2005
ii
© Ministry of Education and Vocational Training, 2005
First Reprint 2010
Second Reprint 2012
Third Reprint 2016
ISBN 978 - 9976 - 61 - 290 - 5
Designed and prepared by:
Tanzania Institute of Education,
P. O. Box 35094,
Dar es Salaam.
TANZANIA
Tel. 022-2773005/2774420/2780891
Fax Na. 255-51-2774420
E-mail: [email protected]
All rights reserved. No part of this publication may be reproduced, reported, stored in
any retrieval system or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or otherwise without the permission of the copyright owner.
iii
TABLE OF CONTENTS
pg
Introduction ...................................................................................................................................iv
Aims and Objectives of Education in Tanzania ............................................................................iv
Aims and Objectives of Secondary Education ...............................................................................v
General Subject Competences .......................................................................................................v
General Subject Objectives ............................................................................................................v
Form One .......................................................................................................................................1
Form Two .....................................................................................................................................27
Form Three ...................................................................................................................................63
Form Four ....................................................................................................................................95
iv
1.0 Introduction
This Geography syllabus is a revised version which has been prepared to replace that of 1996
which has phased out. The revision process focused on change in paradigm from that of
content based to competence based curriculum. Moreover, the revision was inevitable due to
but particularly in Tanzanian society.
Secondary Education Development Plan (SEDP). This syllabus has been introduced for
implementation from January 2005.
2.0 Aims and Objectives of Education in Tanzania
The general objectives of education in Tanzania are:
a) To guide and promote the development and improvement of the personalities of the
citizens of Tanzania, their human resources and effective utilization of those resources in
bringing about individual development.
b)
people of Tanzania.
c)
development and improvement of the condition of man and society.
d)
advancement and national development.
e)
the economy.
f) To enable every citizen to understand and uphold the fundamentals of the National
constitution as well as the enshrined human and civic rights, obligations and
responsibilities.
g)
production and service sectors.
h) To inculcate principles of the national ethic and integrity, national and international
cooperation, peace through the study, understanding and adherence to the provision of
the National constitution and other basic charters.
i) To enable a rational use, management and conservation of the environment.
v
3.0 Aims and Objectives of Secondary Education
In Tanzania, secondary education refers to post primary formal education offered to learners
(a)
(b) Enhance the development and appreciation of national unity identity and ethic, personal
integrity, respects for human rights, cultural and moral values, customs, traditions and
civic responsibilities and obligation.
(c)
and other languages.
(d)
(e) Prepare students for tertiary and higher education, vocational, technical and professional
training.
(f)
(g)
4.0 General Subject Competences
General competences are expressions that describe what a secondary school student does as a
result of teaching and learning this subject. It is therefore expected that a Geography student
demonstrates the ability to:-
(a) Understand this country and value it as his/her heritage.
(b) Use natural resources sustainable to raise the standard of living.
(c) Use different ways to overcome day to day social and economic constraints.
(d) Show an understating of interactions between their country and other countries and draw
lessons to solve existing problems.
(e) Observe, record, analyse, interpret geographical phenomena and conducts research.
(f)
(g)
globalised world.
5.0 General Subject objectives
The student should be able to:
(a) Develop awareness of this country as his/her heritage.
(b) Develop awareness of the extent of their resources that can be developed to raise the
standard of living of people.
(c) To identify major world social and economic constraints and suggest ways of overcoming
them.
vi
(d) Develop methods of observation, measuring, recording and Interpreting the phenomena.
(e) Identify and compare social and economic interactions between Tanzania and other
countries.
(f)
(g)
world.
6.0 The Structure of the Syllabus
The syllabus consists of two main parts. Part one contains the introduction, objectives of
education in Tanzania, objectives of secondary education, general subject competences,
objectives of Geography, the structure and organization of the syllabus. Part two consists of
a table bearing the following information.
6.1 Class Level Competences
These are abilities that will be revealed by student after learning a topic. In this syllabus class
6.2 Class Level Objectives
Class level objectives come immediately after the competences. They state what will be
achieved by the learner during the period when he or she will be studying the subject content.
6.3 Main Topic
6.4 Sub-topics
column of the content matrix.
6.5
6.6 Teaching/Learning Strategies
teacher is expected to apply series of active interactions which will eventually lead to active
learning students. These strategies form the fourth column in the content matrix.
vii
6.7 Teaching/Learning Materials
Teaching and learning materials are learning support materials that aid learning. A closer
content matrix.
6.8 Assessment
to guide the teacher in assessing whether students have grasped and therefore achieved the
sixth column of the content matrix.
6.9 Number of Periods
Number of periods is an estimated time to be used to teach a given topic/sub-topic. Each
classroom instruction. Lost instructional time should always be compensated for.
viii
DECLARATION
Ordinary level secondary education is a four year course which has been designed to prepare
students for the Advanced level or other tertiary education. A student will be recognised as a form
four graduate when he/she successfully completes and pass secondary education examinations
conducted by National Examination Council of Tanzania.
This document is hereby declared as the Syllabus of Geography for ordinary secondary education course
………………………………….....................................
Commissioner for Education
Ministry of Education and Vocational Training
1
FORM ONE
CLASS LEVEL COMPETENCES
Student should have the ability to:
1. Understanding the concept of geography and its areas of study.
2. Understanding the aspects related to solar system and the ability to plan day to day life
activities.
3.
4. Ability to observe, record, analyse and interpret the elements of weather.
5.
6. The ability to relate climate to the environment to daily social and economic activities.
7. The ability to read, measure and interpret the information on simple maps.
CLASS LEVEL OBJECTIVES
By the end of Form One course, student should be able to:
(a). Interpret the concept of geography in the context of its major components.
(b). Explain the concepts of the Solar System and its related aspects.
(c). Illustrate and differentiate parts and physical components of the earth.
manage their outcomes.
(e). Understand the relationship between the climate and the environment.
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1.0
CO
NC
EP
T O
F
GE
OG
RA
PH
Y
1.1
M
eanin
g o
f
Geo
gra
phy
phen
om
ena
The
studen
t sh
ould
be
able
to:-
(a)
geo
gra
phy
Tea
cher
to g
uid
e st
uden
ts t
o
i)
Var
ied n
atura
l
phen
om
ena
in t
he
envir
onm
ent.
ii)
Vid
eo c
asse
ttes
and C
Ds.
iii)
Hum
an
acti
vit
ies
Is t
he
studen
t ab
le
geo
gra
phy?
8
(b)
Expla
in
the
inte
r-
rela
tionsh
ip
bet
wee
n
dif
fere
nt
geo
gra
phic
al
phen
om
ena.
i)
The
teac
her
to g
uid
e
studen
ts t
o d
ebat
e
in g
roups
on w
hat
is
geo
gra
phic
al p
hen
om
enon.
ii)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
iden
tify
inte
r-re
lati
onsh
ips
bet
wee
n g
eogra
phic
al
phen
om
ena.
iii)
T
he
teac
her
to g
uid
e
studen
ts t
o v
erif
y t
he
Is t
he
studen
t ab
le
to e
xpla
in t
he
inte
r-re
lati
onsh
ip
bet
wee
n d
iffe
rent
geo
gra
phic
al
phen
om
ena?
1.2
Im
port
ance
of
Geo
gra
phy
(a)
Expla
in t
he
import
ance
of
studyin
g
geo
gra
phy
i)
Stu
den
ts t
o b
rain
storm
on
the
import
ance
of
studyin
g
geo
gra
phy.
ii)
Tea
cher
to c
lari
fy o
n t
he
import
ance
of
studyin
g
geo
gra
phy.
Is t
he
studen
t
able
to e
xpla
in
the
import
ance
of
studyin
g
geo
gra
phy?
3
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OB
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AC
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LE
AR
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TR
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EG
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TE
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NU
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DS
(b)
Obse
rve
and r
ecord
geo
gra
phic
al
phen
om
ena
i)T
he
teac
her
should
guid
e
studen
ts t
o g
o o
ut
of
the
clas
s an
d o
bse
rve
any
geo
gra
phic
al p
hen
om
ena
ii)
Stu
den
ts s
hould
rec
ord
all
geo
gra
phic
al p
hen
om
ena
seen
and f
elt.
Nat
ura
l phen
om
ena
from
the
envir
onm
ent.
Is t
he
stu
den
t ab
le
to o
bse
rve
and
reco
rd g
eogra
phic
al
phen
om
ena?
2.0
TH
E S
OL
AR
SY
ST
EM
2.1
The
conce
pt
of
sola
r sy
stem
.
The
studen
t sh
ould
be
able
to:
(a)
syst
em.
Tea
cher
to g
uid
e st
uden
ts t
o
bra
inst
orm
on t
he
mea
nin
g o
f
the
sola
r sy
stem
.
Is t
he
studen
t ab
le
syst
em
56
(b)
Nam
e th
e
com
ponen
ts o
f
sola
r sy
stem
.
i)T
each
er t
o g
uid
e st
uden
ts t
o
study t
he
char
t of
the
sola
r
syst
em
ii)
The
teac
her
to g
uid
e
and a
nsw
ers
to i
den
tify
com
ponen
ts o
f th
e so
lar
syst
em.
Char
t of
the
sola
r
syst
em
Is t
he
studen
t
able
to n
ame
the
com
ponen
ts o
f th
e
sola
r sy
stem
?
(c)
Des
crib
e th
e
import
ance
of
the
com
ponen
ts
of
sola
r sy
stem
Tea
cher
to g
uid
e a
dis
cuss
ion
on t
he
import
ance
of
each
com
ponen
t of
the
sola
r sy
stem
.
Char
t of
the
sola
r
syst
em
Is t
he
studen
t ab
le
to d
escr
ibe
the
import
ance
of
the
com
ponen
ts o
f so
lar
syst
em?
4
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AC
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TR
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EG
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TE
AC
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MA
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LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
2.2
T
he
Sun
The
studen
t sh
ould
be
able
to:
(a)
Sta
te t
he
dim
ensi
on o
f th
e
sun r
elat
ive
to
oth
er s
pac
e bodie
s
i)
The
teac
her
to g
uid
e
studen
ts t
o s
tudy t
he
char
t
of
the
sola
r sy
stem
and
iden
tify
sun’s
posi
tion a
nd
dim
ensi
ons
rela
tive
to o
ther
spac
e bodie
s/pla
net
s.
ii)
Tea
cher
to g
uid
e st
uden
ts
expla
in t
he
dim
ensi
ons
of
the
sun.
Is t
he
studen
t
able
to s
tate
the
dim
ensi
on o
f th
e
sun i
n r
elat
ion t
o
oth
er s
pac
e bodie
s?
(b)
D
escr
ibe
the
char
acte
rist
ics
of
the
sun
By t
he
use
of
the
sola
r sy
stem
char
t, t
each
er t
o g
uid
e st
uden
ts
to d
escr
ibe
the
char
acte
rist
ics
of
the
sun.
Sola
r sy
stem
char
t.Is
the
studen
t ab
le
to d
escr
ibe
the
char
acte
rist
ics
of
the
sun?
2.3
Sola
r en
ergy
The
studen
t sh
ould
be
able
to:
sola
r en
ergy.
The
teac
her
to g
uid
e st
uden
ts
Act
ual
sola
r en
ergy
Is t
he
studen
t ab
le
ener
gy?
(b)
Sugges
t dif
fere
nt
use
s of
sola
r
ener
gy.
i)
Tea
cher
to g
uid
e st
uden
ts
to b
rain
storm
on d
iffe
rent
use
s of
sola
r en
ergy
usi
ng a
ctual
sola
r en
ergy
i)
Char
ts
dep
icti
ng
var
ious
dev
ices
for
tappin
g s
ola
r
ener
gy.
Is t
he
studen
t ab
le
to s
ugges
t dif
fere
nt
use
s of
sola
r
ener
gy?
5
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TO
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SP
EC
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OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
Tea
cher
and s
tuden
ts t
o
clar
ify o
n t
he
dif
fere
nt
use
s
of
the
sola
r en
ergy.
iii)
Tea
cher
to g
uid
e
studen
ts d
emonst
rate
use
of
at l
east
one
tech
nolo
gic
al
dev
ice
usi
ng s
ola
r en
ergy.
ii)
Act
ual
sola
r
ener
gy
iii)
Tec
hnolo
gic
al
dev
ices
i.e
.
and c
alcu
lato
r.
iv)
Sola
r pan
el
(c)
Expla
in h
ow
the
use
of
sola
r en
ergy
pro
mote
s
envir
onm
enta
l
conse
rvat
ion.
Tea
cher
to g
uid
e st
uden
ts
to d
iscu
ss t
he
rela
tionsh
ip
bet
wee
n u
ses
of
sola
r
ener
gy a
nd e
nvir
onm
enta
l
conse
rvat
ion.
Is t
he
stu
den
t ab
le
to e
xpla
in h
ow
the
use
of
sola
r
ener
gy p
rom
ote
s
envir
onm
enta
l
(d)
Expla
in h
ow
sola
r en
ergy
may
contr
ibute
to e
man
cipat
ion
of
wom
en.
By u
sing d
iagra
ms
show
ing
dif
fere
nt
use
s of
sola
r en
ergy
teac
her
to g
uid
e st
uden
ts
dis
cuss
how
sola
r en
ergy
contr
ibute
s to
em
anci
pat
ion o
f
wom
en.
Dia
gra
ms
show
ing
dif
fere
nt
use
s of
sola
r en
ergy.
Is t
he
studen
t
able
to e
xpla
in
how
sola
r en
ergy
may
contr
ibute
to
eman
cipat
ion o
f
wom
en?
6
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AC
HIN
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LE
AR
NIN
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TR
AT
EG
IES
TE
AC
HIN
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AN
D L
EA
RN
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MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
2.4
T
he
Pla
net
sT
he
studen
t sh
ould
be
able
to:
a)L
oca
te t
he
pla
net
s in
the
sola
r sy
stem
.
i)T
he
teac
her
to g
uid
e
studen
ts t
o l
ist
the
nam
es o
f
pla
net
s.
ii)
By u
sing c
har
ts o
r m
ode
is
the
teac
her
to g
uid
e st
uden
ts
to l
oca
te p
osi
tions
of
all
pla
net
s in
the
sola
r sy
stem
.
Is t
he
studen
t ab
le
to l
oca
te t
he
pla
net
s
in t
he
sola
r sy
stem
?
b)
Show
rel
ativ
e
dis
tance
s of
pla
net
s fr
om
the
eart
h.
i)B
y u
sing p
hoto
gra
phs
of
pla
net
s, c
har
ts o
r m
odel
s
the
teac
her
to g
uid
e
studen
ts i
den
tify
rel
ativ
e
posi
tion o
f ea
ch p
lanet
from
the
eart
h.
ii)
Stu
den
ts t
o a
rran
ge
the
pla
net
s in
acc
ord
ance
wit
h
thei
r dis
tance
fro
m t
he
eart
h.
i)C
har
t on
model
to s
how
the
rela
tive
posi
tion o
f
each
pla
net
.
ii)
Photo
gra
phs
of
eart
h a
nd
pla
net
s.
iii)
Tac
tica
l ch
arts
for
vis
ual
ly
impai
red
studen
ts
Is t
he
studen
t ab
le
to s
how
rel
ativ
e
dis
tance
s of
pla
net
s
from
the
eart
h?
7
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PIC
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SP
EC
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OB
JE
CT
IVE
S
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AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
2.5
O
ther
bodie
s in
the
sola
r sy
stem
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
the
char
acte
rist
ics
of
com
ets,
ast
eroid
s,
met
eors
and
sate
llit
es.
i)T
he
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss o
n o
ther
bodie
s in
the
sola
r sy
stem
i.e.
com
ets,
ast
eroid
s,
met
eors
and s
atel
lite
s.
ii)
By u
sing p
hoto
gra
phs
the
teac
her
to g
uid
e st
uden
ts
to d
escr
ibe
oth
er b
odie
s in
the
sola
r sy
stem
: c
om
ets,
aste
roid
s an
d s
atel
lite
s.
Is t
he
studen
t ab
le
to d
escr
ibe
the
char
acte
rist
ics
of
com
ets,
ast
eroid
s,
met
eors
and
sate
llit
es?
b)
Nar
rate
loca
l
met
eori
tes.
i)T
each
er s
hould
expla
in
to m
eteo
rite
s by s
ighti
ng
Tan
zania
.
ii)
Stu
den
ts s
hould
des
crib
e
met
eori
tes.
Lis
t of
inci
den
ts
met
eori
tes
Is t
he
studen
t ab
le
to n
arra
te l
oca
l
met
eori
tes?
2.6
S
hap
e of
the
Ear
th
The
studen
t sh
ould
be
able
to d
escr
ibe
the
shap
e of
the
eart
h
and i
ts e
vid
ence
s.
i)W
ith t
he
aid o
f th
e glo
be,
pic
ture
of
sola
r sy
stem
teac
her
to g
uid
e st
uden
ts
to d
iscu
ss t
he
shap
e of
the
eart
h.
ii)
The
studen
t to
deb
ate
on t
he
evid
ence
s of
the
shap
e of
the
eart
h.
i)T
able
of
rela
tive
shap
es
and d
ista
nce
s
of
spac
e
bodie
s.
ii)
The
glo
be
iii)
Pic
ture
of
sola
r sy
stem
.
Is t
he
studen
t ab
le
to:
des
crib
e th
e sh
ape
ft
the
eart
h?
pro
ve
that
the
eart
h
is r
ound?
8
TO
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/SU
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S
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EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
2.7
E
arth
’s
Movem
ent
(a)
The
studen
t
should
be
able
to d
escr
ibe
the
types
of
eart
h’s
movem
ents
.
i)T
he
teac
her
should
guid
e
studen
ts t
o d
iscu
ss t
he
types
of
eart
h’s
movem
ents
.
ii)
Wit
h t
he
aid o
f a
glo
be
studen
ts t
o p
ract
ice
eart
h
movem
ents
.
Glo
be
Is t
he
studen
t ab
le
to d
escr
ibe
the
typ
es o
f ea
rth’s
mo
vem
ents
?
(b)
Des
crib
e th
e te
rm
rota
tion.
i)T
each
er t
o g
uid
e st
uden
ts
bra
inst
orm
on t
he
term
rota
tion.
ii)
Usi
ng t
he
lam
p, to
rch a
nd
glo
be,
the
teac
her
to g
uid
e
studen
ts t
o d
escr
ibe
the
term
rota
tion
i)T
orc
h
ii) L
amp a
nd g
lobe
Is t
he
studen
t ab
le
to d
escr
ibe
the
term
rota
tion?
(c)
Giv
e ev
iden
ce
to p
rove
that
the
eart
h r
ota
tes.
i)T
he
teac
her
to g
uid
e
studen
ts t
o r
ead t
he
texts
on e
arth
rota
tion.
ii)
The
teac
her
to g
uid
e
studen
ts t
o d
ram
atiz
e on
eart
h r
ota
tion.
iii)
Stu
den
ts t
o d
raw
dia
gra
ms
to i
llust
rate
that
the
eart
h
rota
tes
i)T
exts
on e
arth
rota
tion
ii)
Tex
ts i
n B
rail
le
for
vis
ual
ly
impai
red
studen
ts
Is t
he
studen
t ab
le
to g
ive
the
evid
ence
to p
rove
that
the
eart
h r
ota
tes?
(d)
Expla
in t
he
eart
h’s
rota
tion.
Usi
ng g
lobe
and t
orc
h t
he
teac
her
to g
uid
e st
uden
ts t
o
eart
h’s
rota
tion.
i)G
lobe
ii)
Torc
h
Is t
he
studen
t ab
le
to e
xpla
in t
he
eart
h’s
rota
tion.
9
TO
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/SU
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TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
(e)
revolu
tion.
i)U
sing a
glo
be
and s
ourc
e
of
light
the
teac
her
to d
emonst
rate
how
revolu
tion o
ccurs
by
movin
g t
he
glo
be
round t
he
sourc
e of
light.
ii)
Aft
er t
he
dem
onst
rati
on
revolu
tion.
i)G
lobe
ii)
Any s
ourc
e of
light.
Is t
he
studen
t
revolu
tion?
(f)
Expla
in t
he
pro
cess
of
revolu
tion.
i)T
he
teac
her
to g
uid
e
studen
ts t
o d
ram
atiz
e on
eart
h’s
rev
olu
tion.
ii)
Stu
den
ts t
o d
raw
dia
gra
ms
to i
llust
rate
the
eart
h’s
revolu
tion.
Is t
he
studen
t
able
to e
xpla
in
the
pro
cess
of
revolu
tion?
(g)
Des
crib
e th
e
resu
lts
of
the
Ear
th’s
revolu
tion
around t
he
sun
i)T
he
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss t
he
resu
lts
of
the
eart
h’s
revolu
tion b
y u
sing
dia
gra
ms.
ii)
Stu
den
ts t
o d
raw
dia
gra
ms
to s
how
the
resu
lts
of
the
revolu
tion o
f th
e ea
rth.
Dia
gra
ms
of
Ecl
ipse
s an
d
seas
ons.
Is t
he
studen
t
able
to e
xpla
in
the
resu
lts
of
revolu
tion?
10
TO
PIC
/SU
B-
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PIC
S
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EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
2.8
T
he
import
ance
of
the
par
alle
ls
and m
erid
ians.
par
alle
ls a
nd
mer
idia
ns
i)B
y u
sing t
exts
on l
atit
udes
and l
ongit
udes
the
teac
her
par
alle
ls a
nd m
erid
ians.
ii)
By u
sing g
lobe
and p
hysi
cal
map
the
teac
her
to g
uid
e
and m
erid
ians.
i)T
exts
on l
atit
ude
and l
ongit
udes
.
ii)
Glo
be
iii)
Physi
cal
map
Is t
he
studen
t
the
par
alle
ls a
nd
mer
idia
ns?
(b)
Des
crib
e how
lati
tudes
and
longit
udes
are
det
erm
ined
.
i)U
sing a
glo
be
teac
her
to
guid
e st
uden
ts t
o s
how
how
hori
zonta
l an
d v
erti
cal
pla
nes
of
a sp
her
e ar
e use
d
to d
eter
min
e par
alle
ls a
nd
mer
idia
ns.
ii)
Tea
cher
to g
uid
e st
uden
ts
in g
roups
to s
how
how
hori
zonta
l an
d v
erti
cal
pla
nes
are
use
d t
o d
eter
min
e
par
alle
ls a
nd m
erid
ian.
Is t
he
studen
t
able
to d
escr
ibe
how
lat
itudes
and
lon
git
udes
are
det
erm
ined
?
(c)
Expla
in t
he
import
ance
of
a
gre
at c
ircl
e
i)B
y u
sing a
glo
be
teac
her
to
guid
e st
uden
ts i
den
tify
the
form
atio
n o
f a
gre
at c
ircl
e.
ii)
Tea
cher
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss t
he
use
s of
gre
at c
ircl
e.
i)G
lobe
ii)
Cla
y s
oil
iii)
Wat
er
iv)
Colo
ur
Is t
he
studen
t ab
le
to d
escr
ibe
the
gre
at c
ircl
e?
11
TO
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PIC
S
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EC
IFIC
OB
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CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
Tea
cher
to g
uid
e st
uden
ts
a gre
at c
ircl
e.
iv)
Usi
ng c
lay s
oil
, w
ater
and
colo
urs
tea
cher
to g
uid
e
studen
ts t
o b
uil
d t
wo
glo
bes
to i
llust
rate
the
circ
les.
(d)
Dis
cuss
the
import
ance
of
par
alle
ls a
nd
mer
idia
ns.
i)T
he
teac
her
to s
how
stu
den
ts
how
par
alle
ls a
re d
raw
n
from
the
zero
poin
t of
the
from
the
mer
idia
ns
of
Gre
enw
ich.
ii)
Stu
den
ts t
o s
tudy A
tlas
map
s an
d i
den
tify
the
tropic
s an
d m
erid
ian 9
0o
and 1
80
o e
ast
and w
est.
iii)
Tea
cher
o g
uid
e st
uden
ts
in a
ple
nar
y d
iscu
ssio
n o
n
import
ance
of
par
alle
ls a
nd
mer
idia
ns.
Atl
as m
aps
Is t
he
studen
t
able
to d
iscu
ss
the
import
ance
of
par
alle
ls a
nd
mer
idia
ns?
(e)
Cal
cula
te l
oca
l
tim
e.
The
teac
her
to g
uid
e st
uden
ts t
o
calc
ula
te l
oca
l ti
me
when
giv
en
two l
ines
of
longit
ude
and t
ime
of
one
of
the
longit
ude.
Map
s of
the
worl
d
wit
h p
aral
lels
and
mer
idia
ns.
Is t
he
studen
t ab
le
to c
alcu
late
loca
l
tim
e?
12
TO
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/SU
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S
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EC
IFIC
OB
JE
CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
tim
e zo
ne.
i)T
he
teac
her
to g
uid
e
tim
e zo
ne.
ii)
Usi
ng a
worl
d m
ap, te
acher
to g
uid
e st
uden
ts r
ecord
dif
fere
nce
s in
tim
e fr
om
dif
fere
nt
radio
sta
tions
at
dif
fere
nt
tim
e zo
nes
.
iii)
Tea
cher
to g
uid
e st
uden
ts
to s
tudy t
he
worl
d m
ap f
or
tim
e zo
nes
and d
iffe
renti
ate
bet
wee
n t
ime
zones
and
stan
dar
d t
ime.
Worl
d m
ap f
or
Tim
e zo
nes
.
Is t
he
studen
t ab
le
to:
tim
e zo
ne.
ii)
dif
fere
nti
ate
bet
wee
n s
tandar
d
tim
e an
d t
ime
zon
es?
(g)
Expla
in t
he
esse
nce
of
tim
e
and t
ime
zones
.
The
teac
her
to g
uid
e st
uden
ts
to r
ead t
exts
on t
ime
and t
ime
zones
and e
xpla
in t
he
esse
nce
of
tim
e an
d t
ime
zones
.
Tex
ts o
n t
ime
and
tim
e zo
nes
Is t
he
studen
t ab
le
to e
xpla
in t
he
esse
nce
of
tim
e an
d
tim
e zo
nes
?
(h)
Expla
in
var
iati
on o
f
stan
dar
d t
ime
in a
single
countr
y.
i)T
each
er t
o g
uid
e st
uden
ts
to e
xpla
in t
he
rela
tionsh
ip
bet
wee
n l
arge
stre
tches
of
land a
nd t
he
tim
e zo
ne.
ii)
Usi
ng a
worl
d m
ap,
studen
ts a
nd t
he
teac
her
to
exam
ine
the
stan
dar
d t
imes
and t
ime
zones
of
the
US
A
and R
uss
ia a
s ex
ample
s.
iv) W
orl
d m
ap
v) T
acti
le m
ap f
or
vis
ual
ly i
mpai
red
studen
ts
Is t
he
studen
t ab
le
to e
xpla
in v
aria
tion
of
stan
dar
d t
ime
in
a si
ngle
countr
y?
13
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EC
IFIC
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CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
Inte
rnat
ional
Dat
e L
ine.
i)
The
teac
her
to g
uid
e
studen
ts t
o r
ead t
exts
to
Lin
e.
ii)
The
teac
her
to g
uid
e
studen
ts t
o d
escr
ibe
how
the
Inte
rnat
ional
Dat
e L
ine
is u
sed.
Tex
ts o
n
Inte
rnat
ional
Dat
e
Lin
e
Is t
he
studen
t ab
le
to:
Inte
rnat
ional
Dat
e
Lin
e?
ii).
des
crib
e th
e use
of
IDL
?
(j)
L
oca
te
Inte
rnat
ional
Dat
e L
ine.
i) U
sing a
worl
d m
ap a
nd
glo
be,
the
teac
her
to g
uid
e
studen
ts t
o l
oca
te t
h4e
Inte
rnat
ional
Dat
e L
ine.
ii)
Tea
cher
to g
uid
e st
uden
ts
dra
w m
aps
show
ing t
he
posi
tion o
f th
e In
tern
atio
nal
Dat
e L
ine.
i) W
orl
d m
ap
ii)
Glo
be
Is t
he
studen
t ab
le
to:
1. S
how
Inte
rnat
ional
dat
elin
e on t
he
glo
be
or
worl
d
map
?
2. D
raw
a m
ap a
nd
sho
w t
he
posi
tion o
f
the
IDL
?
3.0
MA
JO
R
FE
AT
UR
ES
OF
TH
E E
AR
TH
’S
SU
RF
AC
E
3.1
C
onti
nen
ts
The
studen
t sh
ould
be
able
to:
a) E
xpla
in t
he
mea
nin
g o
f a
conti
nen
t.
Usi
ng a
glo
be
teac
her
to g
uid
e
stu
den
ts t
o e
xpla
in t
he
mea
nin
g
of
a co
nti
nen
t.
i) W
orl
d m
ap
ii)
glo
be
Is t
he
studen
t
able
to e
xpla
in
the
mea
nin
g o
f a
con
tinen
t?
32
b)
Des
crib
e th
e
dis
trib
uti
on a
nd
size
of
conti
nen
ts.
i) T
each
er t
o g
uid
e st
uden
ts
to s
how
the
dis
trib
uti
on o
f
conti
nen
ts u
sing t
he
worl
d
map
.
Worl
d m
apIs
the
studen
t ab
le
to d
escr
ibe
the
dis
trib
uti
on a
nd s
ize
of
conti
nen
ts?
14
TO
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EC
IFIC
OB
JE
CT
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AC
HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
The
teac
her
to g
uid
e
studen
ts d
escr
ibe
the
size
s
of
conti
nen
ts.
c)Id
enti
fy t
he
maj
or
feat
ure
s of
the
conti
nen
ts.
i)U
sing a
physi
cal
map
teac
her
to g
uid
e st
uden
ts t
o
iden
tify
the
maj
or
feat
ure
s
of
the
conti
nen
ts.
ii)
Tea
cher
to g
uid
e st
uden
ts
to d
raw
a r
elie
f m
ap o
f
conti
nen
ts a
nd l
oca
te t
he
maj
or
feat
ure
s.
Rel
ief
map
of
the
worl
d
Is t
he
studen
t ab
le
to:
1.Id
enti
fy m
ajor
feat
ure
s of
the
conti
nen
ts i
n t
he
worl
d?
2.L
oca
te t
he
conti
nen
ts o
n t
he
worl
d m
ap?
3.2
Wat
er b
odie
sT
he
studen
t sh
ould
be
able
to:
body.
Tea
cher
to u
se a
physi
cal
map
of
the
worl
d t
o g
uid
e st
uden
ts
Is t
he
studen
t ab
le
body?
(b)
Iden
tify
the
oce
ans
and o
ther
wat
er b
odie
s.
Wit
h t
he
aid o
f th
e w
orl
d
ph
ysi
cal
map
, te
acher
to g
uid
e
studen
ts i
den
tify
oce
ans.
-P
hysi
cal
map
of
the
worl
d.
Is t
he
studen
t ab
le
to i
den
tify
the
oce
ans
and o
ther
wat
er b
odie
s?
(c)
Des
crib
e th
e
feat
ure
s of
the
i)T
he
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
and d
escr
ibe
ii)
The
teac
her
to g
uid
e
studen
ts t
o p
rese
nt
feat
ure
s
i)P
hysi
cal
map
of
the
w
orl
d.
ii)
Tex
ts o
n o
cean
s.
iii)
Dia
gra
m
show
ing o
cean
Is t
he
studen
t ab
le
to:
Des
crib
e th
e
feat
ure
s of
the
15
TO
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/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
Usi
ng t
exts
and d
iagra
ms
the
teac
her
to g
uid
e
studen
ts t
o d
raw
dia
gra
ms
show
ing f
eatu
res
of
the
Dra
w d
iagra
ms
show
ing f
eatu
res
of
(d)
Dra
w a
map
to s
how
the
dis
trib
uti
on o
f
conti
nen
ts a
nd
wat
er b
odie
s.
The
teac
her
to g
uid
e st
uden
ts
to d
raw
map
s of
the
worl
d
and s
how
the
dis
trib
uti
on o
f
conti
nen
ts a
nd w
ater
bodie
s.
Worl
d r
elie
f m
apIs
the
studen
t
able
to d
raw
a
map
and s
how
the
dis
trib
uti
on
of
conti
nen
ts a
nd
wat
er b
odie
s?
4.0 W
EA
TH
ER
4.1
Conce
pt
of
wea
ther
The
studen
t sh
ould
be
able
to:
i)T
he
teac
her
to g
uid
e
studen
ts t
o f
eel
and o
bse
rve
wea
ther
.
ii)
In g
roups,
the
studen
ts
wea
ther
.
iii)
Duri
ng a
short
ple
nar
y,
studen
ts t
o p
rese
nt
thei
r
iv)
The
teac
her
to g
uid
e
studen
ts t
o s
tate
the
appro
pri
ate
conce
pt
of
wea
ther
.
Is t
he
studen
t ab
le
20
16
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Des
crib
e th
e
import
ance
of
wea
ther
.
studen
ts o
uts
ide
the
clas
sroom
to o
bse
rve
the
impac
t of
wea
ther
on t
he
envir
onm
ent.
ii)
Stu
den
ts t
o r
ecord
thes
e
impac
ts.
iii)
The
teac
her
to l
ead
a dis
cuss
ion o
n t
he
import
ance
of
wea
ther
.
iv)
The
teac
her
to g
uid
e
studen
ts t
o p
repar
er
a su
mm
ary o
n t
he
import
ance
of
wea
ther
.
i) E
nvir
onm
ent
ii)
Hum
an
Act
ivit
ies.
Is t
he
studen
t ab
le
to:
des
crib
e th
e im
pac
t
of
wea
ther
on t
he
env
ironm
ent?
des
crib
e th
e
import
ance
of
wea
ther
?
c)S
how
the
rela
tionsh
ip
bet
wee
n w
eath
er
and h
um
an
occ
upat
ions.
i)T
hro
ugh a
stu
dy t
our,
the
teac
her
to g
uid
e st
uden
ts
to r
ecord
dif
fere
nt
soci
o
econom
ic a
ctiv
itie
s as
resp
onse
s to
wea
ther
chan
ges
.
ii)
The
teac
her
to g
uid
e
studen
ts t
o e
xpla
in t
he
nee
d
to a
dju
st h
um
an a
ctiv
itie
s to
chan
gin
g w
eath
er.
i)H
um
an
acti
vit
ies.
ii)
Envir
onm
ent.
iii)
Wea
ther
reco
rds.
Is t
he
studen
t
able
to s
how
the
rela
tionsh
ip
bet
wee
n h
um
an
occ
upat
ions
and
wea
ther
?
17
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
4.2
E
lem
ents
of
wea
ther
The
studen
t sh
ould
be
able
to:
(a)
Nam
e el
emen
ts
of
wea
ther
.
The
teac
her
to g
uid
e st
uden
ts
to r
ead l
iter
ature
on e
lem
ents
of
wea
ther
.
i)E
nvir
onm
ent.
ii)
Tex
ts o
n
wea
ther
Is t
he
stu
den
t
able
to n
ame
the
elem
ents
of
wea
ther
?
(b)
Expla
in t
he
import
ance
of
each
ele
men
t.
i)T
he
teac
her
to g
uid
e st
uden
ts
to d
iscu
ss t
he
import
ance
of
each
wea
ther
ele
men
t.
ii)
Tea
cher
to g
uid
e st
uden
t
sum
mar
ize
the
import
ance
of
each
wea
ther
ele
men
t.
Is t
he
stu
den
t
able
to e
xpla
in t
he
imp
ort
ance
of
each
wea
ther
ele
men
t?
4.3
W
eath
er s
tati
on
stat
ion.
i)S
tuden
ts t
o r
ead a
tex
t on
wea
ther
sta
tion.
ii)
Tea
cher
to g
uid
e st
uden
ts
wea
ther
sta
tion a
fter
rea
din
g
the
text.
Is t
he
stu
den
t ab
le
stat
ion?
(b)
Expla
in h
ow
to
esta
bli
sh w
eath
er
stat
ion.
i)U
sing a
lis
t of
pro
cedure
s
a te
acher
to g
uid
e st
uden
ts
dis
cuss
str
ateg
y f
or
esta
bli
shin
g w
eath
er s
tati
on.
ii)
The
teac
her
to i
nvolv
e a
met
eoro
logis
t to
pre
sent
new
dev
elopm
ents
reg
ardin
g
thes
e in
stru
men
ts.
i)W
eath
er
stat
ion a
nd i
ts
com
ponen
ts.
ii)
Tex
ts o
n
wea
ther
Is t
he
stu
den
t ab
le
to e
xpla
in h
ow
to
esta
bli
sh w
eath
er
stat
ion?
18
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
(c)
Des
crib
e
char
acte
rist
ics
of
a S
teven
son
scre
en.
i)T
he
teac
her
to g
uid
e
studen
ts t
o v
isit
s a
wea
ther
stat
ion.
ii)
Stu
den
ts t
o d
escr
ibe
the
Ste
ven
son S
cree
n i
n r
espec
t
mounti
ng.
iii)
Stu
den
ts t
o d
raw
the
dia
gra
m t
o i
llust
rate
the
Ste
ven
son S
cree
n.
iv)
Usi
ng p
hoto
gra
phs
the
teac
her
to g
uid
e st
uden
ts t
o
expla
in d
iffe
rent
types
of
Scr
eens
for
wea
ther
sta
tions.
The
Ste
ven
son
Scr
een a
nd i
ts
conte
nts
Is t
he
stu
den
t ab
le
to d
escr
ibe
the
loca
tion, fu
nct
ions
and t
he
mounti
ng
of
Ste
ven
son
Scr
een a
nd o
ther
scre
ens
for
wea
ther
stat
ions?
d)
Des
crib
e th
e
char
acte
rist
ics
and f
unct
ions
of
inst
rum
ents
use
d t
o m
easu
re
the
elem
ent
of
wea
ther
.
i)T
he
teac
her
to g
uid
e
studen
ts t
o r
ead t
he
text
on
inst
rum
ents
for
mea
suri
ng
wea
ther
.
sum
mar
y o
n t
he
text.
iii)
The
teac
her
to i
nvolv
e a
met
eoro
logis
t to
pre
sent
new
dev
elopm
ents
reg
ardin
g
thes
e in
stru
men
ts.
Inst
rum
ents
for
mea
suri
ng w
eath
er.
Is t
he
studen
t ab
le
to d
escr
ibe
the
char
acte
rist
ics
and f
unct
ions
of
inst
rum
ents
for
mea
suri
ng e
lem
ents
of
wea
ther
?
19
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
e)M
easu
re a
nd
reco
rd e
lem
ents
of
wea
ther
.
Th
e te
acher
to g
uid
e st
uden
ts
to:
i)D
emonst
rate
mea
suri
ng a
nd
reco
rdin
g o
f el
emen
ts o
f
wea
ther
.
ii)
Expla
in t
he
mat
eria
ls u
sed
for
reco
rdin
g w
eath
er.
iii)
Expla
in i
mport
ant
condit
ions
for
reco
rdin
g
wea
ther
.
iv)
Mea
sure
and r
ecord
wea
ther
stat
isti
cs.
v)
Expla
in t
he
use
of
thes
e
reco
rds.
i)W
eath
er
inst
rum
ents
.
ii)
Mat
eria
ls f
or
reco
rdin
g
wea
ther
stat
isti
cs.
Is t
he
studen
t ab
le
to m
easu
re a
nd
reco
rd w
eath
er
stat
isti
cs c
orr
ectl
y?
(f)
Des
crib
e
the
mea
nin
g
of
wea
ther
fore
cast
ing a
nd
how
it
is d
one.
i)T
he
teac
her
to i
nvit
e a
met
eoro
logis
t to
guid
e
a dis
cuss
ion o
n w
eath
er
fore
cast
ing a
nd i
ts
import
ance
.
ii)
The
teac
her
to g
uid
e
studen
ts t
o p
repar
e a
sum
mar
y o
n w
eath
er
fore
cast
ing a
nd i
ts
import
ance
.
Envir
onm
ent.
Is t
he
stu
den
t ab
le
to d
escr
ibe
how
wea
ther
fore
cast
ing
is d
one?
20
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
The
teac
her
to i
nvit
e
per
son t
o l
ead a
dis
cuss
ion
on h
ow
the
com
munit
y
fore
cast
s w
eath
er a
nd t
he
reas
ons
for
the
pra
ctic
e.
iv)
The
teac
her
to g
uid
e
studen
ts p
repar
e note
s fr
om
the
dis
cuss
ion o
n w
eath
er.
5.0
C
LIM
AT
E
5.1
Conce
pt
of
Cli
mat
e
The
studen
t sh
ould
be
able
to:
conce
pt
of
clim
ate
i)T
he
teac
her
to g
uid
e
studen
ts t
o i
den
tify
mai
n
var
iable
s w
hic
h f
orm
clim
ate.
ii)
The
studen
ts t
o r
ead a
tex
t
on t
he
conce
pt
of
clim
ate.
iii)
Thro
ugh a
dis
cuss
ion, th
e
teac
her
to g
uid
e st
uden
ts
clim
ate
i)E
nvir
onm
ent
ii)
Cli
mat
ic m
ap
Is t
he
stu
den
t
conce
pt
of
clim
ate?
14
5.2
W
eath
er a
nd
Cli
mat
e
The
studen
t
should
be
able
to
dif
fere
nti
ate
bet
wee
n
wea
ther
and c
lim
ate.
char
t sh
ow
ing d
iffe
rence
s
bet
wee
n w
eath
er a
nd
clim
ate.
ii)
The
teac
her
to g
uid
e
studen
ts u
se t
he
envir
onm
ent
to i
llust
rate
the
dif
fere
nce
bet
wee
n
wea
ther
and c
lim
ate.
i)E
nvir
onm
ent.
ii)
Wea
ther
char
t
and m
aps.
iii)
Cli
mat
ic c
har
ts
and m
aps.
Is t
he
stu
den
t ab
le
to d
raw
dif
fere
nce
bet
wee
n w
eath
er
and c
lim
ate?
21
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
The
teac
her
to u
se c
lim
atic
char
ts a
nd m
aps
to
illu
stra
te t
he
dif
fere
nce
s
bet
wee
n w
eath
er a
nd
clim
ate.
iv)
The
teac
her
to g
uid
e
studen
ts t
o s
tate
dif
fere
nt
fact
ors
for
wea
ther
and f
or
clim
ate.
5.3
Im
pac
t of
Cli
mat
e
Rel
ate
clim
ate
to
hum
an a
ctiv
itie
s.
i)B
y u
sing a
n e
conom
ic m
ap
teac
her
to g
uid
e st
uden
ts
to d
escr
ibe
how
hum
an
acti
vit
ies
are
rela
ted t
o
clim
ate.
ii)
By t
he
use
of
both
cli
mat
ic
econom
ics
map
s th
e te
acher
to g
uid
e st
uden
ts t
o e
xpla
in
how
eac
h t
ype
of
clim
ate
det
erm
ines
hum
an a
ctiv
itie
s.
iii)
The
teac
her
to g
uid
e a
dis
cuss
ion o
n t
he
effe
cts
of
clim
ate
chan
ge.
Eco
nom
ic m
apIs
the
stu
den
t ab
le
to r
elat
e cl
imat
ic
condit
ions
to h
um
an
loca
tions?
1.0
MA
P W
OR
K
1.1
T
he
conce
pt
of
a m
ap
The
studen
ts s
hould
map
.
i)T
he
teac
her
to d
istr
ibute
texts
on c
once
pt
and
esse
nti
als
of
a m
ap.
ii)
The
studen
ts t
o r
ead t
he
text
and d
raw
poin
ts o
n t
he
map
.
1. M
ap
2. T
ext
on m
ap
Is t
he
stu
den
t ab
le
26
22
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B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
1.2
Com
ponen
ts o
f
a m
ap
The
studen
t sh
ould
be
able
to:
a)L
ist
all
the
com
ponen
ts o
f a
map
.
i)U
sing m
aps
the
teac
her
to
guid
e st
uden
ts t
o i
den
tify
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
pre
par
e a
sum
mar
y o
f th
ings
Sim
ple
topogra
phic
al
map
s.
Is t
he
stu
den
t ab
le
to l
ist
com
ponen
ts
of
a m
ap?
c)Id
enti
fy d
iffe
rent
way
s use
d i
n
repre
senti
ng
scal
e.
i)U
sing t
opogra
phic
al m
aps;
the
teac
her
to g
uid
e st
uden
ts
to i
den
tify
a s
cale
.
ii)
By u
sing t
exts
on m
ap
conce
pt
of
a sc
ale.
iii)
Usi
ng i
llust
rati
ons
of
the
repre
senta
tions
of
the
scal
e in
topogra
phic
al
map
the
teac
her
to g
uid
e
studen
ts t
o i
den
tify
way
s of
repre
senti
ng s
cale
.
i)T
opogra
phic
al
map
s.
ii)
Tex
ts o
n m
ap
Is t
he
stu
den
t ab
le
to:
Iden
tify
dif
fere
nt
way
s of
repre
senti
ng a
sca
le
of
map
?
d) D
isti
nguis
h s
igns
from
sym
bols
.
i)U
sing t
opogra
phic
al m
aps
the
teac
her
to g
uid
e st
uden
ts
to d
isti
nguis
h s
igns
from
sym
bols
in m
aps.
ii)
Stu
den
ts t
o t
ransl
ate
sym
bols
into
the
nat
ura
l
repre
sent.
Topogra
phic
al
map
s.
Is t
he
studen
t ab
le
to d
isti
nguis
h
bet
wee
n s
igns
and
sym
bols
of
map
s?
23
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
1.3
Quan
tita
tive
info
rmat
ion o
n
map
s
The
studen
t sh
ould
be
able
to:
a)M
easu
re t
he
dis
tance
on t
he
map
and c
onver
t
to t
he
actu
al
gro
und b
y u
sing
scal
e.
i)U
sing m
easu
ring
inst
rum
ents
i. e.
rule
rs a
nd
thre
ads;
the
teac
her
to g
uid
e st
uden
ts t
o m
easu
re m
ap
dis
tance
s.
ii)T
he
teac
her
to g
uid
e st
uden
ts t
o C
onv
ertin
g m
ap
dis
tance
s on a
ctual
gro
und
dis
tance
s by u
sing s
cale
.
i)T
opogra
phic
al
map
s.
ii)
Rule
rs
iii)
Thre
ad/t
ape
mea
sure
s
Is t
he
stu
den
t ab
le
to:
Mea
sure
map
dis
tance
s?
Conver
t m
ap
dis
tance
s in
to a
ctual
gro
und d
ista
nce
s?
b)
Cal
cula
te a
reas
of
regula
r an
d
i)T
he
teac
her
to g
uid
e
studen
ts t
o c
alcu
late
are
as
of
regula
r an
d i
rreg
ula
r
shap
es o
n m
aps
by u
sing
dif
fere
nt
met
hods.
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
alcu
late
are
as
of
var
ious
shap
es b
y u
sing
dif
fere
nt
met
hods.
The
draw
ing o
f in
teac
hing
and
le
arni
ng m
ater
ial
Is t
he
stu
den
t ab
le
to:
Cal
cula
te a
reas
of
reg
ula
r an
d i
rreg
ula
r
shap
es b
y u
sing
dif
fere
nt
met
hods?
c)Id
enti
fy l
oca
tion
of
posi
tions.
i)U
sing a
topogra
phic
al m
ap
the
teac
her
to g
uid
e st
uden
ts
(a)
Posi
tion
(b)
Ori
enta
tion
(c)
Ali
gnm
ent
(d)
The
Gri
d r
efer
ence
syst
em.
i)T
opogra
phic
al
map
.
ii)
Mat
hem
atic
al
set
iii)
Envir
onm
ent
Is t
he
studen
t ab
le
to i
den
tify
and
loca
te p
osi
tions
on
the
map
and i
n t
he
envir
onm
ent?
24
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
The
teac
her
to d
emonst
rate
how
to l
oca
te p
osi
tions
by
usi
ng b
eari
ng, ori
enta
tion
and a
lignm
ent.
iii)
the
teac
her
to g
uid
e
studen
ts to
dem
onst
rate
to h
ow
to u
se d
iffe
rent
inst
rum
ents
and n
atura
l
phen
om
ena
in l
oca
ting
posi
tion.
iv)
Stu
den
ts t
o l
oca
te v
ario
us
posi
tions
on t
he
worl
d m
ap
d)
Fin
d d
irec
tion
and b
eari
ng
of
obje
cts
on
map
s an
d i
n t
he
envir
onm
ent
i)U
sing a
mag
net
ic c
om
pas
s
the
teac
her
to g
uid
e st
uden
ts
to d
escr
ibe
its
par
ts.
ii)
The
teac
her
to g
uid
e
studen
ts t
o s
et t
he
com
pas
s
and d
eter
min
e bea
ring.
iii)
The
teac
her
to g
uid
e
studen
ts t
o s
tudy p
oin
ts o
f
and d
escr
ibe
dir
ecti
on a
nd
bea
ring o
f dif
fere
nt
feat
ure
s
in t
he
school
loca
lity
fro
m a
i)M
agnet
ic
com
pas
s
ii)
Physi
cal
envir
onm
ent
iii)
Char
t on
mag
net
ic
com
pas
s.
Is t
he
studen
t ab
le
and b
eari
ng o
f
obje
cts
on m
aps
and
in t
he
envir
onm
ent?
25
TO
PIC
/SU
B-
TO
PIC
S
SP
EC
IFIC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
MA
TE
RIA
LS
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
1.4
Use
s of
map
sT
he
studen
t sh
ould
be
able
to d
escr
ibe
dif
fere
nt
use
s of
map
s.
i)T
he
teac
her
to d
istr
ibute
dif
fere
nt
map
s to
dif
fere
nt
gro
ups
of
studen
ts.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
study t
he
map
s an
d i
den
tify
thei
r use
s.
iii)
The
teac
her
to c
oll
ect
vie
w
from
the
gro
ups
and g
uid
e
sum
mar
y o
f pro
per
use
s of
map
s.
Map
s on d
iffe
rent
purp
ose
s.
Is t
he
stu
den
t ab
le
to d
escr
ibe
the
dif
fere
nt
use
s of
map
s?
FORM TWO
CLASS LEVEL COMPETENCES
The student demonstrates:
1.
2. An understanding of the importance of natural resources and the ability to use and conserve
natural resources to improve the standard of life.
3.
4.
5. The ability to manage and use power and energy resources sustainable.
CLASS LEVEL OBJECTIVES
By the end of Form Two course, the student should be able to show an understanding of:
their necessary management practices.
(c). The types, factors for location, importance and management of hazards of manufacturing
industries.
(d). The types, location, sustainable use, accruing problems, the management of power and
energy resources.
(e). The types, importance and problems of transport in East Africa.
27
28
TO
PIC
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B-T
OP
ICS
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CIF
IC
OB
JE
CT
IVE
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TE
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HIN
G A
ND
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AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
1.0 H
UM
AN
AC
TIV
ITIE
S
1.2
Conce
pt
of
hum
an a
ctiv
itie
s
a)T
he
studen
t
should
be
able
to g
ive
the
mea
nin
g
of
hum
an
acti
vit
ies.
i)T
he
teac
her
to g
uid
e st
uden
ts i
n
bra
inst
orm
ing t
he
mea
nin
g o
f hum
an
acti
vit
ies.
ii)
Usi
ng s
tati
stic
al m
aps,
photo
gra
phs
dep
icti
ng v
ario
us
acti
vit
ies
and
audio
vis
ual
fac
ilit
ies,
tea
cher
to
guid
e st
uden
ts i
den
tify
types
of
hum
an a
ctiv
itie
s.
i)S
tati
stic
al m
aps
ii)
Photo
gra
phs
of
var
ious
hum
an
acti
vit
ies
iii)
Audio
vis
ual
faci
liti
es.
Is t
he
studen
t
able
to g
ive
the
mea
nin
g o
f
hum
an a
ctiv
itie
s?
3
b)
Iden
tify
maj
or
types
of
hum
an
acti
vit
ies.
i)B
y u
sing p
hoto
gra
phs
the
teac
her
to
guid
e st
uden
ts i
n g
roups
to i
den
tify
dif
fere
nt
hum
an a
ctiv
itie
s.
ii)
The
teac
her
to g
uid
e ea
ch g
roup t
o
i)P
hoto
gra
phs
ii)
Rea
l
envir
onm
ent
Is t
he
studen
t
able
to i
den
tify
maj
or
types
of
hum
an a
ctiv
itie
s?
2.0
AG
RIC
UL
TU
RE
2.1
Sm
all
Sca
le
Agri
cult
ure
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
the
char
acte
rist
ics
of
smal
l sc
ale
agri
cult
ure
at
subsi
sten
ce
level
.
i)U
sing a
gri
cult
ura
l m
aps
and
photo
gra
phs
on s
mal
l sc
ale
farm
ing i
n T
anza
nia
, te
acher
to
guid
e st
uden
ts t
o d
escr
ibe
the
char
acte
rist
ics
of
smal
l sc
ale
agri
cult
ure
.
ii)
Stu
den
ts t
o n
ame
crops
gro
wn u
nder
smal
l sc
ale
agri
cult
ure
.
i)A
gri
cult
ura
l
Map
of
Tan
zania
ii) P
hoto
gra
phs
on s
mal
l sc
ale
Agri
cult
ure
.
Is t
he
studen
t
able
to
des
crib
e th
e
char
acte
rist
ics
of
smal
l sc
ale
agri
cult
ure
at
subsi
sten
ce
level
?
13
b)
Expla
in t
he
effe
cts
of
rapid
popula
tion
gro
wth
on
smal
l sc
ale
agri
cult
ure
.
i)T
each
er t
o g
uid
e st
uden
ts t
o d
iscu
ss
effe
cts
of
popula
tion p
ress
ure
on
smal
l sc
ale
agri
cult
ure
.
ii)
Tea
cher
to o
rgan
ize
vis
its
to s
tudy
how
rap
id p
opula
tion g
row
th a
ffec
ts
smal
l sc
ale
agri
cult
ure
.
Is t
he
studen
t
able
to e
xpla
in
the
effe
cts
of
rapid
popula
tion
gro
wth
on s
mal
l
scal
e ag
ricu
lture
?
29
TO
PIC
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B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)D
escr
ibe
advan
tages
and
dis
advan
tages
of
smal
l sc
ale
agri
cult
ure
.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
bra
inst
orm
on t
he
advan
tages
and
dis
advan
tages
of
smal
l sc
ale.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o e
xpla
in
the
advan
tages
and d
isad
van
tages
of
smal
l sc
ale
agri
cult
ure
.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
sum
mar
ize
the
advan
tages
and
dis
advan
tages
of
smal
l sc
ale
agri
cult
ure
.
Is t
he
studen
t
able
to
des
crib
e th
e
advan
tages
and
dis
advan
tages
of
smal
l sc
ale
agri
cult
ure
?
d)
Expla
in w
ays
of
impro
vin
g
smal
l sc
ale
agri
cult
ure
.
i)T
each
er t
o g
uid
e st
uden
ts t
o
bra
inst
orm
on w
ays
of
impro
vin
g
smal
l sc
ale
agri
cult
ure
.
ii)
By u
sing p
hoto
gra
phs
or
pic
ture
s
and f
arm
sit
es u
nder
sm
all
scal
e
agri
cult
ure
tea
cher
to g
uid
e
studen
ts, dis
cuss
var
ious
met
hods
of
impro
vin
g s
mal
l sc
ale
agri
cult
ure
.
Photo
gra
phs
and
pic
ture
s of
farm
imple
men
ts.
Far
m s
ites
under
smal
l sc
ale
agri
cult
ure
.
Is t
he
studen
t
able
to e
xpla
in
way
s of
impro
vin
g s
mal
l
scal
e ag
ricu
lture
?
2.2
Lar
ge
scal
e
Agri
cult
ure
The
studen
t sh
ould
be
able
to:
a)N
ame
types
of
larg
e sc
ale
agri
cult
ure
in
the
worl
d.
i)
larg
e sc
ale
agri
cult
ure
.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o n
ame
type
of
larg
e sc
ale
agri
cult
ure
in t
he
worl
d.
Worl
d m
ap o
f
agri
cult
ure
.
Is t
he
studen
t
able
to n
ame
types
of
larg
e
scal
e ag
ricu
lture
in t
he
worl
d?
30
TO
PIC
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B-T
OP
ICS
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CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
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AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Lis
t th
e m
ajor
crops
gro
wn
in e
ach t
ype
of
larg
e sc
ale
agri
cult
ure
.
i)U
sing a
worl
d m
ap a
nd a
sit
e vis
it,
studen
ts t
o l
ist
maj
or
crops
whic
h a
re
gro
wn i
n p
lanta
tion a
gri
cult
ure
.
ii)
Tea
cher
to o
rgan
ize
a vis
it t
o a
nea
rby l
arge
scal
e ag
ricu
lture
to
lear
n h
ow
it
is p
ract
iced
.
i)W
orl
d m
ap o
f
agri
cult
ure
ii)
A s
ite
wher
e
larg
e sc
ale
agri
cult
ure
is
pra
ctic
ed.
Is t
he
studen
t
able
to l
ist
the
maj
or
crops
gro
wn i
n e
ach
type
of
larg
e
scal
e ag
ricu
lture
?
c)D
escr
ibe
char
acte
rist
ics
of
larg
e sc
ale
agri
cult
ure
.
Usi
ng, photo
gra
phs
the
teac
her
to g
uid
e
studen
ts t
o d
escr
ibe
char
acte
rist
ics
of
larg
e sc
ale
agri
cult
ure
.
Photo
gra
phs
of
var
ious
larg
e sc
ale
agri
cult
ure
.
Is t
he
studen
t
able
to
des
crib
e th
e
char
acte
rist
ics
of
larg
e sc
ale
agri
cult
ure
?
d)
Des
crib
e th
e
gro
wth
, fa
rm
pre
par
atio
n,
pla
nti
ng, ca
re,
har
ves
ting,
pro
cess
ing,
stora
ge
and
tran
sport
.
i)T
each
er t
o g
uid
e st
uden
ts t
o d
iscu
ss
thes
e cr
ops.
ii)
Usi
ng c
har
ts, pic
ture
s, p
hoto
gra
phs
teac
her
to g
uid
e st
uden
ts t
o e
xpla
inhow
pre
par
atio
n, pla
nti
ng a
nd c
are
of
crops,
har
ves
t, p
roce
ssin
g a
nd
tran
sport
are
done.
iii)
Tea
cher
and s
tuden
ts t
o s
um
mar
ize
crops.
i)C
har
ts o
f
crop g
row
ing
ii)
Pic
ture
s,
photo
gra
phs
of
crops
and
agri
cult
ura
l
mac
hin
es.
Is t
he
studen
t
able
to d
escr
ibe
for
crop
pro
duct
ion
in t
hes
e
pla
nta
tions?
31
TO
PIC
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B-T
OP
ICS
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
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AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
e)Id
enti
fy a
nd
loca
te m
ajor
pro
duci
ng
countr
ies
for
resp
ecti
ve
crops
in t
he
worl
d.
Usi
ng a
Worl
d m
ap o
n a
gri
cult
ure
teac
her
to g
uid
e st
uden
ts t
o i
den
tify
and l
oca
te p
roduci
ng c
ountr
ies
for
resp
ecti
ve
crops.
Worl
d m
ap o
n
Agri
cult
ure
Is t
he
studen
t
able
to i
den
tify
,
loca
te a
nd n
ame
maj
or
pro
duci
ng
countr
ies?
f)D
escr
ibe
contr
ibuti
on o
f
pro
duce
d c
rops
to t
he
econom
y
of
US
A a
nd
Tan
zania
.
i)U
sing a
gri
cult
ura
l dat
a te
acher
to g
uid
e st
uden
ts t
o d
iscu
ss
the
contr
ibuti
on o
f co
mm
erci
al
agri
cult
ure
to p
roduci
ng c
ountr
ies.
ii)
Dra
win
g e
xam
ple
s fr
om
Loca
l
com
mer
cial
agri
cult
ure
, th
e te
acher
to g
uid
e st
uden
ts t
o d
iscu
ss t
he
contr
ibuti
on o
f th
is a
ctiv
ity t
o t
he
econom
y o
f T
anza
nia
.
Is t
he
studen
t
able
to d
escr
ibe
the
contr
ibuti
on
of
larg
e sc
ale
agri
cult
ure
to t
he
econom
y o
f U
SA
and T
anza
nia
?
g)
Dra
win
g
exam
ple
s fr
om
Tan
zania
and
US
A e
xpla
in
pro
ble
ms
faci
ng
larg
e sc
ale
agri
cult
ure
.
i)R
efer
ring t
o r
elev
ant
lite
ratu
re
studen
ts t
o d
iscu
ss p
roble
ms
faci
ng l
arge
scal
e ag
ricu
lture
in
Tan
zania
and U
SA
.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
dis
cuss
pro
ble
ms
faci
ng l
arge
scal
e
agri
cult
ure
.
Lit
erat
ure
on l
arge
scal
e ag
ricu
lture
Is t
he
studen
t
able
to:
i)ex
pla
in
pro
ble
ms
faci
ng
larg
e sc
ale
agri
cult
ure
in U
SA
and
Tan
zania
?
32
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
Usi
ng e
xper
ience
s fr
om
US
A, th
e
teac
her
to g
uid
e st
uden
ts t
o d
iscu
ss
on h
ow
to i
mpro
ve
larg
e sc
ale
agri
cult
ure
in T
anza
nia
.
ii)
expla
in w
ays
of
impro
vin
g
larg
e sc
ale
agri
cult
ure
in
Tan
zania
?
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
how
pas
tora
lism
,
seden
tary
and
com
mer
cial
pra
ctic
ed.
i)T
each
er t
o g
uid
e st
uden
ts t
o
pra
ctic
ed.
ii)
Usi
ng p
hoto
gra
phs
and t
exts
on
guid
e st
uden
ts t
o d
iscu
ss i
n g
roups
iii)
Tea
cher
to g
uid
e ea
ch g
roup t
o
pre
sent
and s
um
mar
ize.
i)P
hoto
gra
phs
ii)
Tex
ts o
n
Is t
he
studen
t
able
to d
escr
ibe
how
pas
tora
lism
,
seden
tary
and
com
mer
cial
are
pra
ctic
ed?
b)
expla
in t
he
const
rain
ts
pra
ctic
es.
i)T
he
studen
ts s
hould
expla
in
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
bra
inst
orm
on c
onst
rain
ts f
acin
g
iii)
Dra
win
g e
xam
ple
s fr
om
Loca
l
Com
mer
cial
far
ms
studen
ts t
o
pro
ble
ms.
Is t
he
stu
den
t
able
to:
i)ex
pla
in t
he
advan
tages
and
dis
advan
tages
ii)
dis
cuss
way
s
larg
e sc
ale
agri
cult
ure
?
33
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)C
om
par
e
bet
wee
n
Aust
rali
a an
d
Tan
zania
.
i)
and a
map
of
Aust
rali
a an
d T
anza
nia
the
teac
her
to g
uid
e st
uden
ts t
o
Aust
rali
a an
d T
anza
nia
.
ii)
expla
in t
he
econom
ic i
mport
ance
of
i)P
hoto
gra
phs
ii)
Tex
ts o
n
iii)
Map
of
Aust
rali
a an
d
Tan
zania
on
Is t
he
stu
den
t
able
to:
i)co
mpar
e
bet
wee
n
Aust
rali
a an
d
Tan
zania
?
ii)
Expla
in t
he
econom
ic
import
ance
each
countr
y.
d)
Des
crib
e
pra
ctic
ed
in d
iffe
rent
com
munit
ies
in
Tan
zania
.
i)T
each
er t
o g
uid
e st
uden
ts i
n g
roups
is p
ract
ices
in t
hei
r co
mm
unit
ies
in
Tan
zania
.
ii)
The
teac
her
to g
uid
e ea
ch g
roup t
o
pre
sent.
iii)
Tea
cher
to g
uid
e st
uden
ts
com
munit
ies
of
Tan
zania
.
Is t
he
studen
t
able
to d
escr
ibe
pra
ctic
ed i
n
com
munit
ies
in
Tan
zania
?
34
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
3.0 W
AT
ER
MA
NA
GE
ME
NT
FO
R E
CO
NO
MIC
DE
VE
LO
PM
EN
T
3.1
Im
port
ance
of
wat
er
The
studen
t sh
ould
be
able
to:
a)ex
pla
in u
ses
and e
conom
ic
import
ance
of
wat
er.
i)U
sing c
har
ts/p
ictu
res
and
photo
gra
phs
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss t
he
import
ance
of
wat
er.
ii)
Usi
ng a
role
pla
y, s
tuden
ts t
o
dem
onst
rate
the
var
ious
use
s of
wat
er.
iii)
The
teac
her
to g
uid
e st
uden
ts t
o v
isit
site
s sh
ow
ing d
iffe
rent
use
s of
wat
er.
i)C
har
ts a
nd
pic
ture
s on t
he
use
s of
wat
er.
ii)
Dif
fere
nt
site
s
on w
ater
use
.
Is t
he
studen
t
able
to e
xpla
in
the
use
s an
d
econom
ic
import
ance
of
wat
er?
30
b)
Des
crib
e th
e
rela
tionsh
ip
bet
wee
n f
amil
y
size
, w
ater
supply
and
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
expla
in t
he
rela
tionsh
ip b
etw
een
fam
ily s
ize,
wat
er s
upply
, w
ater
use
ii)
The
teac
her
to g
uid
e st
uden
ts
to c
arry
out
a re
sear
ch i
n t
he
iii)
The
teac
her
to g
uid
e st
uden
ts t
o
and d
raw
les
sons.
Envir
onm
ent
and
wat
er s
ites
Is t
he
studen
t
able
to r
elat
e
wat
er s
upply
?
c)E
xpla
in t
he
rela
tionsh
ip
bet
wee
n
veg
etat
ion a
nd
wat
er s
upply
.
i)T
he
teac
her
to g
uid
e st
uden
ts t
ovis
it s
ites
or
use
photo
gra
phs
of
catc
hm
ent
area
s to
obse
rve
the
rela
tionsh
ip b
etw
een v
eget
atio
nan
d w
ater
avai
labil
ity.
ii)
The
teac
her
to g
uid
e st
uden
ts t
odis
cuss
in g
roups
the
rela
tionsh
ipbet
wee
n v
eget
atio
n a
nd v
aria
tion o
fw
ater
.
Sit
es o
f ca
tchm
ent
area
s or
photo
gra
phs
of
catc
hm
ent
area
.
Is t
he
studen
t
able
to e
xpla
in
the
rela
tionsh
ip
bet
wee
n w
ater
avai
labil
ity
and v
eget
atio
n
gro
wth
?
35
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
The
teac
her
to g
uid
e st
uden
ts
to d
raw
concl
usi
ons
on t
he
resp
onse
of
veg
etat
ion w
hen
wat
er
avai
labil
ity v
arie
s.
d)
Expla
in h
ow
dis
tance
to
wat
er s
ourc
e
from
house
hold
affe
cts
the
gir
l
chil
d.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
expla
in w
her
e th
ey g
et w
ater
.
ii)
Stu
den
ts t
o e
xpla
in w
hy l
ong
dis
tance
s to
wat
er s
ourc
e is
a
dis
advan
tage
to t
he
gir
l ch
ild.
Is t
he
stu
den
t
able
to s
how
that
dis
tance
to w
ater
sourc
e af
fect
s th
e
gir
l ch
ild?
3.2
Riv
er B
asin
Dev
elopm
ent
The
studen
t sh
ould
be
able
to:
a)S
tate
the
dev
elopin
g
river
bas
ins.
i)T
he
teac
her
to a
ssig
n a
nd l
ead
studen
ts t
o r
ead t
exts
on r
iver
dev
elopm
ent
and d
escr
ibe
the
condit
ions
for
river
bas
in
dev
elopm
ent.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
river
bas
in d
evel
opm
ent.
iii)
The
teac
her
to g
uid
e ea
ch g
roup t
o
Tex
ts o
n r
iver
dev
elopm
ent
Is t
he
studen
t
able
to s
tate
dev
elopin
g r
iver
bas
in?
b)
Expla
in t
he
org
aniz
atio
n,
pro
ble
ms
face
s
and p
rosp
ects
Dev
elopm
ent
Auth
ori
ty
i)W
ith t
he
hel
p o
f m
aps,
the
teac
her
to g
uid
e st
uden
ts t
o l
oca
te t
he
Pro
ject
s.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
in g
roups
the
org
aniz
atio
ns,
river
pro
ject
s.
Map
s of
the
Riv
er B
asin
Pro
ject
and t
he
Ten
nes
see
Val
ley A
uth
ori
ty.
Is t
he
studen
t
able
to e
xpla
in
pro
ble
ms
and
pro
spec
ts o
f
Ten
nes
see
Riv
er
Bas
in P
roje
cts?
36
TO
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ICS
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IC
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CT
IVE
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TE
AC
HIN
G A
ND
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AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
(RU
BA
DA
) an
d
Ten
nes
see
Riv
er V
alle
y
Auth
ori
ty.
iii)
The
teac
her
to g
uid
e ea
ch g
roup t
o
pre
sent.
iv)
The
teac
her
to g
uid
e st
uden
ts i
n
sum
mar
y.
3.3
Lan
d R
ecla
mat
ion
The
studen
t sh
ould
be
able
to:
a)E
xpla
in t
he
maj
or
aim
s
for
land
recl
amat
ion.
i)T
he
teac
her
to g
uid
e st
uden
ts
recl
amat
ion.
ii)
Usi
ng e
xam
ple
s fr
om
the
US
A t
he
teac
her
to g
uid
e st
uden
ts t
o d
escr
ibe
the
maj
or
aim
s of
land r
ecla
mat
ion
(ref
er t
o T
ennes
see
area
).
Photo
gra
phs
of
recl
aim
ed a
reas
.
Is t
he
stu
den
t
able
to e
xpla
in
the
aim
s of
land
recl
amat
ion?
b)
Des
crib
e th
e
use
d i
n l
and
recl
amat
ion.
i)T
he
teac
her
to g
uid
e st
uden
ts
in g
roups
to r
ead t
exts
on
land r
ecla
mat
ion a
nd i
den
tify
recl
amat
ion.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
pre
sent
for
clar
ity.
i)P
hoto
gra
phs
on L
and
Rec
lam
atio
nin
Tan
zania
,U
SA
and t
he
Net
her
lands.
ii)
Tex
ts o
n l
and
recl
amat
ion.
iii)
Tex
ts i
n B
rail
lefo
r vis
ual
impai
red
studen
ts.
Is t
he
studen
t
able
to d
escr
ibe
land r
ecla
mat
ion
37
TO
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/SU
B-T
OP
ICS
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)E
xpla
in l
and
recl
amat
ion
pro
cess
in
Tan
zania
i)U
sing a
map
of
Tan
zania
the
teac
her
to g
uid
e st
uden
ts t
o d
iscu
ss
and i
den
tify
lan
d c
ondit
ions
whic
h
ii)
The
teac
her
to i
nvit
e th
e
to d
iscu
ss o
n h
ow
lan
d r
ecla
mat
ion
is d
one
in T
anza
nia
.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o w
rite
a
sum
mar
y o
f th
e dis
cuss
ion.
Map
of
Tan
zania
show
ing p
ote
nti
al
area
s fo
r L
and
Rec
lam
atio
n.
Is t
he
studen
t
able
to e
xpla
in
the
pro
cess
of
land r
ecla
mat
ion
in T
anza
nia
?
3.4
S
ust
ainab
le
use
of
wat
er
reso
urc
es.
The
studen
t sh
ould
be
able
to:
a)ex
pla
in t
he
types
of
under
gro
und
wat
er a
nd
how
it
can b
e
tapped
for
use
at l
oca
l an
d
nat
ional
lev
el
in T
anza
nia
.
i)U
sing t
exts
on u
nder
gro
und w
ater
the
teac
her
to g
uid
e st
uden
ts t
o r
ead
and i
den
tify
types
of
under
gro
und
wat
er.
ii)
Usi
ng a
map
of
Tan
zania
, th
e te
acher
to g
uid
e st
uden
ts t
o d
escr
ibe
area
s
whic
h a
re m
ore
via
ble
for
tappin
g
of
under
gro
und w
ater
.
iii)
Tea
cher
to i
nvit
e a
reso
urc
e per
son
to e
xpla
in w
ays
of
tappin
g
under
gro
und w
ater
.
iv)
Tea
cher
to g
uid
e st
uden
ts t
o w
rite
a su
mm
ary o
n t
ypes
and w
ays
of
tappin
g u
nder
gro
und w
ater
.
i)M
ap o
f T
anza
nia
Dra
inag
e
ii)
Tex
ts o
n
under
gro
und
wat
er.
Is t
he
stu
den
t
able
to e
xpla
in:
i). T
ypes
of
under
gro
und
wat
er?
ii).
How
under
gro
und
wat
er c
an b
e
tapped
?
38
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CT
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AR
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G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Dif
fere
nti
ate
dif
fere
nt
reso
urc
es t
hat
are
obta
ined
from
wat
er.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
read
geo
gra
phy t
exts
and m
aps
on d
iffe
rent
wat
er r
esourc
es a
nd
iden
tify
them
.
ii)
Usi
ng w
ater
res
ourc
e m
ap t
he
teac
her
to g
uid
e st
uden
ts t
o
dif
fere
nti
ate
reco
urs
es f
ound i
n
wat
er.
i)W
ater
res
ourc
es
map
ii)
Tex
ts o
n w
ater
reso
urc
es.
Is t
he
studen
t
able
to
dif
fere
nti
ate
reso
urc
es f
ound
in w
ater
?
c)D
escr
ibe
met
hods
use
d
for
extr
acti
ng
reso
urc
es f
rom
wat
er.
i)T
he
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss m
ethods
of
extr
acti
ng r
esourc
es f
ound i
n t
he
wat
er.
ii)
The
teac
her
to o
rgan
ize
study
vis
it t
o w
ater
pro
ject
sit
es f
or
studen
ts t
o o
bse
rve
the
way
s w
ater
reso
urc
es a
re e
xtr
acte
d.
iii)
The
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
what
they
hav
e obse
rved
Wat
er p
roje
ct s
ite
Is t
he
studen
t
able
to d
escr
ibe
met
hods
use
d f
or
extr
acti
ng w
ater
reso
urc
es?
d)
Expla
in t
he
pro
ble
ms
cause
d b
y
extr
acti
on
of
wat
er
reso
urc
es.
i)T
hro
ugh s
tudy v
isit
and a
nal
ysi
s
of
photo
gra
phs,
the
teac
her
to
guid
e st
uden
ts t
o d
iscu
ss a
nd
iden
tify
pro
ble
ms
cause
d b
y w
ater
reso
urc
es e
xtr
acti
on.
ii)
Dra
win
g e
xam
ple
s fr
om
Tan
zania
,
the
teac
her
to g
uid
e a
dis
cuss
ion
on p
roble
ms
aris
ing f
rom
extr
acti
ng w
ater
res
ourc
es.
i)P
hoto
gra
phs
on
extr
acti
on o
f
wat
er r
esourc
es.
ii)
Pro
ject
Sit
e
Is t
he
studen
t
able
to:
i). E
xpla
in t
he
pro
ble
ms
cause
d
by e
xtr
acti
on o
f
wat
er r
esourc
es?
ii).
Des
crib
e
39
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
Stu
den
ts t
o d
iscu
ss i
n g
roups
and e
xpla
in w
ays
of
contr
oll
ing
pro
ble
ms
whic
h a
re c
ause
d b
y
extr
acti
on o
f w
ater
res
ourc
es.
iv)
The
teac
her
to g
uid
e ea
ch g
roup
to p
rese
nt
and d
escr
ibe
way
s of
contr
oll
ing p
roble
ms
cause
d b
y
extr
acti
on o
f w
ater
res
ourc
es.
way
s to
contr
ol
pro
ble
ms
cause
d
by e
xtr
acti
ng
wat
er r
esourc
es?
3.5
Wat
er p
oll
uti
on
The
studen
t sh
ould
be
able
to:
a) b)
Dif
fere
nti
ate
the
mai
n s
ourc
es o
f
wat
er p
oll
uti
on
i)T
he
teac
her
to g
uid
e st
uden
ts i
n
the
dis
cuss
ion o
n t
he
conce
pt
of
wat
er p
oll
uti
on.
ii)
By u
sing p
hoto
gra
phs
the
teac
her
to g
uid
e st
uden
ts t
o d
iscu
ss t
he
mai
n s
ourc
es o
f w
ater
poll
uti
on i
e
dom
esti
c w
ater
, in
dust
rial
was
te,
iii)
Thro
ugh s
tudy v
isit
or
photo
gra
ph
anal
ysi
s te
acher
to g
uid
e st
uden
ts
t id
enti
ty m
ain s
ourc
es o
f w
ater
poll
uti
on.
i)P
hoto
gra
phs
on
wat
er p
oll
uti
on
ii)
Act
ual
sit
e
Is t
he
studen
t
able
to:
poll
uti
on?
ii)
Dif
fere
nti
ate
the
mai
n
sourc
es o
f w
ater
poll
uti
on?
c)D
escr
ibe
var
ious
way
s
of
conse
rvin
g
wat
er r
esourc
es.
i)T
hro
ugh s
tudy o
f var
ious
photo
gra
phs,
the
teac
her
to
conse
rvat
ion.
ii)
to g
uid
e st
uden
ts t
o d
iscu
ss a
nd
expla
in w
ays
of
conse
rvin
g w
ater
reso
urc
es.
i)F
ilm
on
conse
rvat
ion o
f
wat
er.
ii) A
ctual
sit
e
of
wat
er
conse
rvat
ion
pro
ject
.
Is t
he
studen
t
able
to d
escr
ibe
the
var
ious
way
s
of
conse
rvin
g
wat
er r
esourc
es?
40
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
The
teac
her
guid
e st
uden
ts i
n a
study t
our
to a
wat
er c
onse
rvat
ion
pro
ject
for
furt
her
stu
dy.
iv)
Thro
ugh d
iscu
ssio
n t
each
er t
o
guid
e st
uden
ts t
o s
um
mar
ize
the
conse
rvin
g w
ater
res
ourc
es.
4.0
SU
ST
AIN
AB
LE
US
E O
F F
OR
ES
T
RE
SO
UR
CE
S
4.1
Types
of
fore
stry
reso
urc
es
The
studen
t sh
ould
be
able
to:
a)Id
enti
fy t
ypes
of
fore
sts
i)U
sing p
hoto
gra
phs
of
dif
fere
nt
types
of
fore
sts
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss i
n g
roups
on t
he
dif
fere
nt
types
of
fore
sts.
ii)
The
teac
her
to g
uid
e ea
ch g
roup t
o
pre
sent
and s
um
mar
ize
info
rmat
ion
on d
iffe
rent
types
of
fore
sts.
Pic
ture
s an
d
photo
gra
phs
dep
icti
ng d
iffe
rent
types
of
fore
sts.
Is t
he
stu
den
t
able
to i
den
tify
dif
fere
nt
types
of
fore
sts?
10
b)
Loca
te t
he
dis
trib
uti
on o
f
fore
sts
by t
ype.
i)U
sing a
veg
etat
ion m
ap o
f th
e
worl
d a
nd o
f T
anza
nia
the
teac
her
to g
uid
e st
uden
ts t
o l
oca
te t
he
maj
or
fore
sted
are
as o
f th
e w
orl
d
on a
map
.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
loca
te f
ore
sted
are
as o
n a
map
of
Tan
zania
.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o s
how
the
rela
tionsh
ip b
etw
een t
he
maj
or
fore
sted
are
as o
f th
e w
orl
d a
nd
those
of
Tan
zania
.
Veg
etat
ion m
ap o
f
the
worl
d.
Veg
etat
ion m
ap o
f
Tan
zania
.
Is t
he
studen
t
able
to l
oca
te t
he
dis
trib
uti
on o
f
maj
or
fore
sted
area
s of
the
worl
d?
41
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)E
xpla
in f
acto
rs
for
dis
trib
uti
on
of
fore
sts.
i)B
y u
sing p
hoto
gra
phs
and m
aps
the
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
in g
roups
on f
acto
rs f
or
dis
trib
uti
on o
f fo
rest
s.
ii)
The
teac
her
to g
uid
e st
uden
ts
to e
xpla
in t
he
maj
or
condit
ions
whic
h d
eter
min
e th
e dis
trib
uti
on o
f
fore
sts.
Photo
gra
phs
of
fore
sts
Map
s
Is t
he
studen
t
able
to e
xpla
in
the
maj
or
fact
ors
for
dis
trib
uti
on
of
fore
sts?
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
dis
trib
uti
on o
f fo
rest
s.
4.2
Im
port
ance
of
fore
stry
res
ourc
es.
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
the
import
ance
and
val
ues
of
fore
sts
in s
oci
al a
nd
econom
ic l
ife.
i)B
y u
se o
f pic
ture
s sh
ow
ing t
ypes
of
fore
sts
the
teac
her
to g
uid
e st
uden
ts
dis
cuss
in g
roups
the
import
ance
of
fore
sts.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o e
xpla
in
the
import
ance
and v
alue
of
fore
sts.
iii)
The
teac
her
to a
rran
ge
for
a st
udy
vis
it t
o a
nea
rby f
ore
st r
eser
ve
or
a
contr
oll
ed a
rea
for
more
exposu
re o
f
studen
ts.
i)F
ore
st r
eser
ve
ii)
Pic
ture
s
show
ing t
ypes
of
fore
sts.
Is t
he
stu
den
t
able
to d
escr
ibe
the
import
ance
and v
alues
of
fore
sts
in s
oci
al
and e
conom
ic
life
?
42
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b) E
xpla
in t
he
i)W
ith t
he
use
of
photo
gra
phs
the
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
in g
roups
the
import
ance
of
fore
sts
in m
ainta
inin
g b
alan
ce a
nd
rela
tionsh
ip i
n t
he
envir
onm
ent.
ii)
from
the
Dep
artm
ent
of
Fore
stry
to d
iscu
ss o
n t
he
role
of
fore
st i
n
mai
nta
inin
g e
nvir
onm
enta
l bal
ance
.
iii)
The
teac
her
to g
uid
e st
uden
ts t
o
des
crib
e th
e im
port
ance
of
fore
sts
in
envir
onm
enta
l bal
ance
.
Photo
gra
phs
of
fore
sts
Is t
he
studen
t
able
to e
xpla
in
the
import
ance
of
fore
sts
in
mai
nta
inin
g
bal
ance
and
rela
tionsh
ip i
n
the
envir
onm
ent?
4.3
I
mport
ant
area
s of
fore
st
pro
duct
s, t
hei
r
tran
sport
and u
se
in t
he
worl
d
The
studen
t sh
ould
be
able
:
a)Id
enti
fy
import
ant
countr
ies
in t
imber
pro
duct
ion.
i)W
ith t
he
aid o
f a
map
, th
e te
acher
to g
uid
e st
uden
ts t
o i
den
tify
on
countr
ies
whic
h a
re i
mport
ant
in
tim
ber
and o
ther
fore
st p
roduct
s.
ii)
By u
sing t
exts
on f
ore
st p
roduct
s th
e
teac
her
to g
uid
e st
uden
ts i
n g
roups
to d
iscu
ss o
n p
roduct
s of
fore
sts
and
i)W
all
map
and
Atl
as m
aps
show
ing f
ore
st
reso
urc
es
and t
imber
pro
cess
ing.
ii)
Tex
ts o
n
fore
sts.
Is t
he
stu
den
t
able
to:
1.Id
enti
fy
countr
ies
import
ant
for
pro
duct
ion o
f
tim
ber
?
2.D
escr
ibe
oth
er f
ore
st
pro
duct
s?
import
ance
of
fore
sts
in
ecolo
gic
al a
nd
envir
onm
enta
l
bal
ance
.
43
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Expla
in
the
mea
ns
of
tran
sport
and p
roble
ms
of
tim
ber
tran
sport
atio
n i
n
the
worl
d.
i)B
y u
sing t
exts
on f
ore
stry
and
photo
gra
phs
the
teac
her
to
guid
e st
uden
ts t
o d
iscu
ss i
n
gro
ups
dif
fere
nt
types
of
tim
ber
tran
sport
atio
n i
n t
he
worl
d.
ii)
The
teac
her
to g
uid
e th
e st
uden
ts t
o
iii)
Tea
cher
to g
uid
e st
uden
ts
to i
den
tify
pro
ble
ms
faci
ng t
he
tran
sport
atio
n o
f ti
mbre
in t
he
worl
d
i)T
exts
on f
ore
sts
ii)
Photo
gra
ph
show
ing
tran
sport
atio
n
of
logs.
iii)
Tac
tica
l m
aps
for
vis
ual
impai
red
studen
ts
Is t
he
stu
den
t
able
to:
i)E
xpla
in
how
tim
ber
is
tran
sport
ed i
n t
he
worl
d?
ii)
Iden
tify
pro
ble
ms
faci
ng
tran
sport
atio
n
of
tim
ber
in t
he
worl
d?
4.4
Pro
ble
ms
asso
ciat
ed w
ith
fore
stry
res
ourc
es
har
ves
ting.
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
the
pro
ble
ms
faci
ng
fore
stry
res
ourc
es
har
ves
ting.
i)W
ith c
oncr
ete
exam
ple
s th
e te
acher
to g
uid
e st
uden
ts t
o d
iscu
ss o
n
var
ious
pro
ble
ms
asso
ciat
ed w
ith
har
ves
ting o
f fo
rest
res
ourc
es.
i)M
aps
ii)
Photo
gra
phs
iii)
Vid
eo s
how
Is t
he
studen
t
able
to d
escr
ibe
pro
ble
ms
faci
ng
the
har
ves
ting
of
fore
stry
reso
urc
es?
ii)
By u
sing m
aps,
photo
gra
phs
and
vid
eo s
how
s th
e te
acher
to g
uid
e
studen
ts t
o d
iscu
ss i
n g
roups
pro
ble
ms
whic
h f
ace
fore
stry
reso
urc
es h
arves
ting i
n T
anza
nia
.
iii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o p
rese
nt
and s
um
mar
ize.
44
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Des
crib
e w
ays
to a
ddre
ss
pro
ble
ms
faci
ng
fore
sts
in t
he
worl
d.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
bra
inst
orm
on d
iffe
rent
way
s of
addre
ssin
g p
roble
ms
faci
ng f
ore
sts.
ii)
Bys
usi
ng m
aps,
photo
gra
phs
and v
ideo
show
the
teac
her
to
guid
e st
uden
ts t
o d
iscu
ss w
ays
of
addre
ssin
g p
roble
ms
faci
ng f
ore
stry
of
the
worl
d.
iii)
The
teac
her
to g
uid
e st
uden
ts t
o
expla
in h
ow
Tan
zania
is
addre
ssin
g
pro
ble
ms
faci
ng i
ts f
ore
stry
.
Lis
t of
pro
ble
ms
faci
ng f
ore
sts
in t
he
worl
d.
Is t
he
studen
t
able
to d
iscu
ss
way
s of
addre
ssin
g
pro
ble
ms
faci
ng
fore
sts,
in t
he
worl
d?
1.0
S
US
TA
INA
BL
E
MIN
ING
1.1
T
ypes
of
min
ing
indust
ry
The
studen
t sh
ould
be
able
to:
Nam
e dif
fere
nt
types
of
min
ing
indust
ries
.
i)U
sing p
hoto
gra
phs
show
ing
min
ing c
entr
es t
he
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss t
ypes
of
min
ing
indust
ries
.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
pre
par
e a
sum
mar
y o
f th
e
dis
cuss
ion o
n t
he
types
of
min
ing
indust
ries
.
Photo
gra
phs
show
ing d
iffe
rent
min
ing c
ente
rs.
Is t
he
studen
t
able
to n
ame
dif
fere
nt
min
ing
indust
ries
?
22
1.2
T
ypes
and
dis
trib
uti
on o
f
min
ing r
egio
ns
in t
he
worl
d.
The
studen
t sh
ould
be
able
to:
a)E
xpla
in
maj
or
types
of
min
eral
s fo
und
in t
he
worl
d.
i)T
hro
ugh r
eadin
g tex
ts o
n m
iner
als
the
teac
her
to g
uid
e st
uden
ts to
dis
cuss
on m
ajor
min
eral
s fo
und in
the
worl
d.
ii)
Tea
cher
to g
uid
e st
uden
ts to iden
tify
the
types
of
the
min
eral
s fo
und in
the
worl
d.
Map
s of
worl
d
min
eral
s
Tex
ts o
n m
iner
als
Sam
ple
s of
min
eral
s
Is t
he
studen
t
able
to e
xpla
in
maj
or
types
of
min
eral
s fo
und
in t
he
worl
d?
45
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
By the
use
of
worl
d m
iner
als
map
s
and s
ample
s of
dif
fere
nt m
iner
als
the
teac
her
to g
uid
e st
uden
ts to iden
tify
min
eral
s fo
und in the
worl
d.
b)
Loca
te m
inin
g
regio
ns
in t
he
worl
d m
ap
and t
he
type
of
min
eral
s
extr
acte
d.
i)B
y u
sing w
orl
d m
aps
the
teac
her
to
guid
e st
uden
ts t
o l
oca
te t
he
worl
d
min
ing r
egio
ns.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
im
port
ant
min
eral
s fo
und i
n
each
min
ing r
egio
n.
Worl
d m
ap o
n
min
eral
dis
trib
uti
on
Is t
he
studen
t
able
to:
i)L
oca
te m
inin
g
regio
ns
in t
he
worl
d m
ap?
ii)
Nam
e
import
ant
min
eral
s in
eac
h
min
ing r
egio
n?
1.3
M
ethods
of
min
ing
The
studen
t sh
ould
be
able
to:
a)C
ateg
ori
ze
var
ious
way
s of
min
ing.
i)T
each
er t
o g
uid
e st
uden
ts i
n
gro
ups
to b
rain
storm
on d
iffe
rent
way
s of
min
ing.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
dis
cuss
var
ious
way
s of
min
ing.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
cate
gori
ze v
ario
us
way
s of
min
ing
Is t
he
studen
t
able
to c
ateg
ori
ze
dif
fere
nt
maj
or
met
hods
of
min
ing?
b)E
xpla
in w
ays
of
pro
cess
ing
dif
fere
nt
types
of
min
eral
s.
i)
vis
it t
o a
min
ing a
rea
or
usi
ng
a vid
eo o
n m
inin
g o
r pic
ture
s
of
min
ing c
entr
e an
d g
uid
e
studen
ts t
o o
bse
rve
dif
fere
nt
way
s
of
pro
cess
ing d
iffe
rent
types
of
min
eral
s.
i)A
n a
ctual
min
ing a
rea
ii)
Vid
eo o
n
min
ing
iii)
Pic
ture
s of
Min
ing c
entr
e
Is t
he
studen
t
able
to e
xpla
in
way
s of
pro
cess
ing
dif
fere
nt
types
of
min
eral
s?
46
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
dis
cuss
how
pro
cess
ing o
f dif
fere
nt
types
of
min
eral
s is
done.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
des
crib
e th
e pro
cess
ing o
f dif
fere
nt
i)P
ictu
res
show
ing
the
pro
cess
ing
of
min
eral
s.
1.4
C
ontr
ibuti
on o
f
min
ing i
ndust
ry
to t
he
econom
y
of
Tan
zania
.
The
studen
t sh
ould
be
able
to:
1.E
xpla
in t
he
econom
ic
import
ance
of
min
ing t
o t
he
econom
y o
f
Tan
zania
.
i)B
y u
sing a
map
the
teac
her
to
guid
e st
uden
ts i
n g
roups
to s
tudy d
ata
sho
win
g t
he
pro
duct
ion o
f dif
fere
nt
pre
senta
tions.
ii)
Tea
cher
to p
rovid
e re
al j
ewel
s or
pic
ture
s of
jew
els
and g
em a
nd g
uid
e
studen
ts t
o s
tudy t
hem
and e
xpla
in t
hei
r
import
ance
to t
he
econom
y o
f T
anza
nia
.
i)R
eal
jew
els.
ii)
Pic
ture
s sh
ow
ing
jew
els
and g
em.
iii)
Map
of
econom
ic a
ctiv
itie
s.
Is t
he
studen
t
able
to e
xpla
in
the
econom
ic
import
ance
of
min
ing t
o t
he
econom
y o
f
Tan
zania
?
1.5
T
he
effe
cts
of
the
min
ing
indust
ry i
n t
he
envir
onm
ent.
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
the
effe
cts
of
min
ing
to t
he
envir
onm
ent.
i)T
each
er t
o o
rgan
ize
a vis
it t
o t
he
nea
rest
min
ing a
rea
for
studen
ts t
o
obse
rve
the
effe
cts
of
min
ing a
ctiv
itie
s
to t
he
envir
onm
ent.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o n
ame
dif
fere
nt
area
s in
Tan
zania
whic
h a
re
affe
cted
by t
he
min
ing a
ctiv
itie
s.
i)C
har
ts a
nd
pic
ture
s dep
icti
ng
envir
onm
enta
l
deg
radat
ion c
ause
d
by m
inin
g.
ii)
Min
ing s
ite.
Is t
he
stu
den
t
able
to d
escr
ibe
the
effe
cts
of
min
ing t
o t
he
envir
onm
ent?
47
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Pro
pose
way
s of
min
imiz
ing e
ffec
ts
of
min
ing t
o t
he
envir
onm
ent.
Tea
cher
to g
uid
e st
uden
ts t
o p
ropose
way
s of
min
imiz
ing e
ffec
ts o
f m
inin
g t
o
the
envir
onm
ent.
Is t
he
studen
t
able
to p
ropose
way
s of
min
imiz
ing
the
effe
cts
of
min
ing t
o t
he
envir
onm
ent?
1.6
F
oca
l S
tudie
s
-O
il p
roduct
ion
in t
he
mid
dle
Eas
t.
-N
atura
l gas
pro
duct
ion i
n
Tan
zania
The
studen
t sh
ould
be
able
to d
escr
ibe
advan
tages
of
oil
pro
duct
ion i
n
the
Mid
dle
Eas
t
and N
atura
l gas
pro
duct
ion i
n
Tan
zania
.
i)T
he
teac
her
to g
uid
e st
uden
ts
to d
iscu
ss t
he
advan
tages
and
dis
advan
tages
of
Oil
pro
duct
ion i
n
Mid
dle
Eas
t an
d g
as p
roduct
ion i
n
Tan
zania
.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o d
iscu
ss
less
ons
whic
h T
anza
nia
can
lea
rn
from
thes
e ca
se s
tudie
s.
i)M
ap o
f
Tan
zania
show
ing
Nat
ura
l G
as
Pro
duct
ion.
ii)
Map
of
Mid
dle
Eas
t
show
ing o
il
pro
duct
ion.
Is t
he
studen
t
able
to
des
crib
e th
e
advan
tages
and
dis
advan
tages
of
Oil
in M
iddle
Eas
t, N
atura
l gas
pro
duct
ion i
n
Tan
zania
its
elf?
6.0
TO
UR
ISM
6.1
Conce
pt
of
touri
sm
6.2
F
acto
rs f
or
the
dev
elopm
ent
and
gro
wth
of
the
touri
st i
ndust
ry
in t
he
worl
d.
The
studen
t sh
ould
touri
sm.
lite
ratu
re a
nd p
ictu
res,
the
teac
her
to
i)P
ictu
res
show
ing
touri
st s
ites
.
ii)
Wri
tten
docu
men
t
Is t
he
studen
t
touri
sm?
17
48
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
The
studen
t sh
ould
be
able
to d
escr
ibe
fact
ors
whic
h h
ave
contr
ibute
d t
o t
he
dev
elopm
ent
and
gro
wth
of
touri
sm
in t
he
worl
d.
i)B
y u
sing p
ictu
res/
photo
gra
phs
show
ing t
ouri
st s
ites
, te
acher
to
guid
e st
uden
ts i
n g
roups
to d
escr
ibe
fact
ors
whic
h c
ontr
ibute
d t
o t
he
gro
wth
and d
evel
opm
ent
of
touri
sm
indust
ry i
n t
he
worl
d.
ii)
Stu
den
ts i
n g
roups
to d
iscu
ss a
nd
pre
sent
fact
ors
contr
ibuti
ng t
o t
he
dev
elopm
ent
and g
row
th o
f to
uri
sm
sum
mar
y.
Pic
ture
/
photo
gra
phs
show
ing t
ouri
st
site
s.
Is t
he
studen
t
able
to d
escr
ibe
fact
ors
whic
h
contr
ibute
d t
o
the
gro
wth
and
dev
elopm
ent
of
touri
sm i
n t
he
worl
d?
6.3
I
mport
ance
of
Touri
sm i
n t
he
worl
d.
The
studen
t sh
ould
be
able
to:
a)E
xpla
in t
he
import
ance
of
touri
sm i
n t
he
worl
d.
i)T
each
er t
o g
uid
e st
uden
ts t
o r
ead t
he
pre
senta
tion o
n t
he
import
ance
of
touri
sm i
n t
he
worl
d.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o p
repar
e
a su
mm
ary o
n t
he
import
ance
of
touri
sm i
n t
he
worl
d.
i)W
ritt
en t
exts
on
touri
sm
ii)
Tex
ts o
n
touri
sim
in
Bra
ile
for
vis
ual
im
pai
red
studen
ts
Is t
he
stu
den
t
able
to e
xpla
in
the
import
ance
of
touri
sm i
n t
he
worl
d?
b)
Iden
tify
im
pac
t
of
touri
sm i
n t
he
worl
d.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
in g
roups
the
impac
t of
touri
sm i
n t
he
worl
d.
ii)
Stu
den
ts t
o d
iscu
ss a
nd p
rese
nt
the
impac
t of
touri
sm i
n t
he
worl
d.
iii)
The
teac
her
to g
uid
e st
uden
ts t
o
sum
mar
ize
the
impac
t of
touri
sm
citi
ng e
xam
ple
s fr
om
Tan
zania
.
Is t
he
studen
t
able
to i
den
tify
impac
ts o
f
touri
sm i
n t
he
worl
d?
49
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)S
tate
way
s of
addre
ssin
g t
he
neg
ativ
e im
pac
t
of
touri
sm.
i)B
y r
ole
pla
y s
tuden
ts t
o
dem
onst
rate
the
neg
ativ
e im
pac
t
of
touri
sm.
ii)
The
teac
her
to g
uid
e st
uden
ts
to d
iscu
ss a
nd p
rese
nt
way
s of
addre
ssin
g t
he
neg
ativ
e im
pac
t of
touri
sm.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
pre
par
e a
sum
mar
y o
f neg
ativ
e
impac
t af
ter
dis
cuss
ion.
iv)
Tea
cher
to g
uid
e st
uden
ts t
o
sugges
t oth
er w
ays
of
addre
ssin
g
neg
ativ
e im
pac
t of
touri
sm.
Is t
he
studen
t
able
to s
tate
way
s of
addre
ssin
g t
he
neg
ativ
e im
pac
t
of
touri
sm?
6.4
F
oca
l st
udie
s on
touri
sm i
ndust
ry
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
fact
ors
for
the
dev
elopm
ent
of
touri
sm i
n
Sw
itze
rlan
d,
Nam
ibia
and
Tan
zania
.
i)U
sing m
aps
of
Sw
itze
rlan
d,
Nam
ibia
and T
anza
nia
and
photo
gra
phs
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss i
n g
roups
fact
ors
whic
h p
rom
ote
gro
wth
of
touri
sm i
ndust
ry i
n t
hes
e co
untr
ies.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
how
touri
sm i
n c
onduct
ed
in t
he
foca
l co
untr
ies.
iii)
Tea
cher
to g
uid
e st
uden
ts i
n
dis
cuss
ing f
acto
rs f
or
dev
elopm
ent
of
touri
sm i
n S
wit
zerl
and, N
amib
ia
and T
anza
nia
.
i)M
aps
of
Nam
ibia
,
Sw
itze
rlan
d
and T
anza
nia
on t
ouri
sm.
ii)
Photo
gra
phs
dep
icti
ng
touri
st
acti
vit
ies.
Is t
he
studen
t
able
to d
escr
ibe
fact
ors
for
the
dev
elopm
ent
of
touri
sm i
n
Sw
itze
rlan
d,
Nam
ibia
and
Tan
zania
?
50
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Expla
in t
he
import
ance
of
touri
sm i
n
Sw
itze
rlan
d,
Nam
ibia
and
Tan
zania
.
i)U
sing w
ritt
en t
exts
the
teac
her
to g
uid
e st
uden
ts t
o d
iscu
ss t
he
import
ance
of
touri
sm i
n t
hes
e
countr
ies.
ii)
Usi
ng t
he
touri
st s
tati
stic
s st
uden
ts
to d
iscu
ss t
he
contr
ibuti
on o
f
touri
sm i
ndust
ry t
o t
he
econom
y
of
Tan
zania
, S
wit
zerl
and a
nd
Nam
ibia
.
i)S
tati
stic
s of
touri
sm
ii)
Wri
tten
tex
ts o
n
touri
sm.
Is t
he
studen
t
able
to e
xpla
in
import
ance
of
touri
sm
in N
amib
ia,
Sw
itze
rlan
d a
nd
Tan
zania
?
c)Id
enti
fy
pro
ble
ms
faci
ng
touri
sm i
ndust
ry
in T
anza
nia
i)T
he
teac
her
to o
rgan
ize
a vis
it
to a
touri
st s
ite/
use
photo
gra
phs
and g
uid
e st
uden
ts t
o o
bse
rve
and i
den
tify
pro
ble
ms
faci
ng t
he
indust
ry.
Touri
st s
ite/
photo
gra
phs
of
touri
st s
ites
Is t
he
stu
den
t
able
to i
den
tify
pro
ble
ms
faci
ng
touri
sm i
ndust
ry
in T
anza
nia
?
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
pro
ble
ms
faci
ng t
ouri
sm i
ndust
ry
in T
anza
nia
.
d)
Expla
in
met
hods
use
d
to i
ncr
ease
the
inco
me
of
touri
sm
indust
ry i
n
Tan
zania
.
i)
to t
each
er t
o g
uid
e st
uden
ts t
o
dis
cuss
in g
roups
on h
ow
inco
me
is r
aise
d t
hro
ugh t
ouri
sm i
ndust
ry
in T
anza
nia
, S
wit
zerl
and a
nd
Nam
ibia
.
ii)
Tea
cher
to g
uid
e st
uden
ts i
n
gro
ups
to i
den
tify
dif
fere
nt
met
hods
use
d t
o i
ncr
ease
inco
me.
i)M
aps
of
Tan
zania
,
Sw
itze
rlan
d a
nd
Nam
ibia
.
ii)
Is t
he
studen
t ab
le t
o
expla
in h
ow
inco
me
is r
aise
d
thro
ugh t
ouri
sm
indust
ry i
n
Tan
zania
?
51
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
T
each
er to
guid
e st
uden
ts to
com
par
e
the
met
hods
from
loca
l co
untr
ies
and T
anza
nia
’s e
xper
ience
and
e)D
iscu
ss t
he
less
ons
that
can
be
dra
wn t
o
pro
mote
touri
sm
indust
ry i
n
Tan
zania
.
i)U
sing p
rom
oti
onal
mat
eria
ls a
nd
import
ance
and m
ethods
of
incr
easi
ng t
he
inco
me
teac
her
to g
uid
e st
uden
ts t
o d
iscu
ss h
ow
to p
rom
ote
touri
sm i
ndust
ry i
n
Tan
zania
.
i)P
rom
oti
onal
mat
eria
ls a
nd
info
rmat
ion
from
the
Tan
zania
Touri
st
Boar
d a
nd o
ther
sourc
es.
ii)
Touri
st s
ites
.
Is t
he
studen
t
able
to d
iscu
ss
less
ons
that
can b
e le
arnt
for
pro
moti
ng
touri
sm i
ndust
ry
in T
anza
nia
?
ii)
The
teac
her
to o
rgan
ize
a vis
it t
o
one
touri
st a
rea
and g
uid
e st
uden
ts
indust
ry.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
sum
mar
ize
less
ons
dra
wn f
rom
loca
l co
untr
ies.
7.0
MA
NU
FA
CT
UR
ING
IND
US
TR
Y
7.1
Conce
pt
and
import
ance
of
man
ufa
cturi
ng
indust
ries
.
The
studen
t sh
ould
be
able
to:
man
ufa
cturi
ng
indust
ry.
Usi
ng t
exts
on m
anufa
cturi
ng i
ndust
ries
man
ufa
cturi
ng i
ndust
ries
.
Tex
ts o
n
man
ufa
cturi
ng
indust
ries
.
Is t
he
studen
t
man
ufa
cturi
ng
indust
ry?
25
52
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Expla
in t
he
import
ance
of
man
ufa
cturi
ng
indust
ry.
i)U
sing v
ario
us
photo
gra
phs
and
actu
al i
ndust
rial
pro
duct
s, t
he
teac
her
to g
uid
e st
uden
ts t
o e
xpla
inth
e im
port
ance
of
man
ufa
cturi
ng
indust
ry.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
from
man
ufa
cturi
ng i
ndust
ry a
nd
i)P
hoto
gra
phs
of
indust
rial
pro
duct
s.
ii)
Act
ual
indust
rial
pro
duct
s.
Is t
he
stu
den
t
able
to e
xpla
in
the
import
ance
of
man
ufa
cturi
ng
indust
ry?
7.2
T
ypes
of
man
ufa
cturi
ng
indust
ries
.
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
the
types
of
man
ufa
cturi
ng
indust
ries
in
Eas
t A
fric
a.
i)B
y u
sing t
exts
on m
anufa
cturi
ng
indust
ries
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss i
n g
roups
on t
he
types
of
man
ufa
cturi
ng
indust
ries
.
Tex
ts o
n
man
ufa
cturi
ng
indust
ries
.
Is t
he
studen
t ab
le t
o d
escr
ibe
the
types
of
man
ufa
cturi
ng
indust
ries
wit
h
refe
rence
to E
ast
Afr
ica?
ii)
Tea
cher
to g
uid
e st
uden
ts t
o
expla
in t
he
dif
fere
nt
types
of
man
ufa
cturi
ng i
ndust
ries
.
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
man
ufa
cturi
ng i
ndust
ries
.
b)
Iden
tify
pro
duct
s of
each
type
of
man
ufa
cturi
ng
indust
ry.
i)T
he
teac
her
to g
uid
e st
uden
ts t
odev
elop a
lis
t of
pro
duct
s fr
om
each
type
of
man
ufa
cturi
ng
indust
ry.
ii)
The
teac
her
to g
uid
e st
uden
tsto
coll
ect
dif
fere
nt
indust
rial
pro
duct
s fo
r dis
cuss
ion o
f ty
pes
of
man
ufa
cturi
ng i
ndust
ries
.
Dif
fere
nt
indust
rial
pro
duct
s.
Is t
he
stu
den
t
able
to i
den
tify
pro
duct
s fr
om
each
type
of
man
ufa
cturi
ng
indust
ry?
53
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
The
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to i
den
tify
pro
duct
s fr
om
dif
fere
nt
types
of
man
ufa
cturi
ng
7.3
Fac
tors
for
loca
tion o
f
indust
ries
.
The
studen
t sh
ould
be
able
to:
a)N
ame
fact
ors
nec
essa
ry f
or
loca
tion o
f
indust
ries
.
Usi
ng p
hoto
gra
phs
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss a
nd i
den
tify
fac
tors
for
loca
tion o
f in
dust
ries
.
Photo
gra
phs
of
man
ufa
cturi
ng
indust
ries
.
Is t
he
studen
t
able
to n
ame
fact
ors
resp
onsi
ble
for
the
loca
tion o
f
man
ufa
cturi
ng
indust
ries
?
b)
Expla
in h
ow
thes
e fa
ctors
det
erm
ine
the
loca
tion o
f
indust
ries
.
i)B
y u
sing t
exts
on m
anufa
cturi
ng
indust
ries
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss i
n g
roups
fact
ors
that
det
erm
ine
loca
tion o
f
indust
ries
.
ii)
Tea
cher
to g
uid
e ea
ch g
roup t
o
pre
sent
the
fact
ors
for
indust
ry
loca
tion.
iii)
Tea
cher
to g
uid
e st
uden
t to
fact
or
det
erm
ine
the
loca
tion o
f
indust
ries
.
Tex
ts o
f
man
ufa
cturi
ng
indust
ries
.
Is t
he
studen
t
able
to e
xpla
in
how
eac
h f
acto
r
det
erm
ine
the
loca
tion o
f
indust
ries
?
54
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
7.4
P
oll
uta
nts
fro
m
man
ufa
cturi
ng
indust
ry.
The
studen
t sh
ould
be
able
to:
a)Id
enti
fy t
ypes
of
poll
uta
nts
fro
m
man
ufa
cturi
ng
indust
ries
.
i)T
he
teac
her
to g
uid
e st
uden
ts b
y
usi
ng t
exts
on i
ndust
rial
poll
uta
nts
to d
iscu
ss o
n t
he
conce
pt
of
poll
uta
nts
.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o v
isit
an
indust
rial
are
a an
d r
ecord
types
of
poll
uta
nts
see
n.
iii)
The
teac
her
to g
uid
e st
uden
ts t
o
iden
tify
types
of
poll
uta
nts
fro
m
man
ufa
cturi
ng i
ndust
ries
.
i)T
ext
on
indust
rial
Poll
uta
nts
.
ii)
Physi
cal
indust
rial
pla
nts
iii)
Indust
rial
area
s.
Is t
he
studen
t
able
to i
den
tify
the
types
of
poll
uta
nts
fro
m
man
ufa
cturi
ng
indust
ry?
b)
Expla
in h
ow
each
poll
uta
nt
affe
cts
the
envir
onm
ent,
indust
rial
emplo
yee
s
and t
he
com
munit
ies
around t
he
pla
nt.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
carr
y o
ut
rese
arch
about
the
effe
cts
of
indust
rial
poll
uti
on o
n t
he
envir
onm
ent,
indust
rial
em
plo
yee
s
and p
eople
in t
he
com
munit
ies
around t
he
pla
nt.
ii)
Usi
ng r
esea
rch i
nfo
rmat
ion
and r
elev
ant
lite
ratu
re o
n
man
ufa
cturi
ng i
ndust
ries
, th
e
teac
her
to g
uid
e st
uden
ts t
o p
repar
e
a su
mm
ary o
f how
eac
h p
oll
uta
nt
affe
cts
the
envir
onm
ent,
indust
rial
emplo
yee
s an
d n
eighbori
ng
com
munit
ies.
Tex
ts o
n
man
ufa
cturi
ng
indust
ries
.
Is t
he
studen
t
able
to e
xpla
in
the
effe
ct o
f
each
indust
rial
poll
uta
nts
on
emplo
yee
s, t
he
envir
onm
ent
and
the
nei
ghbori
ng
com
munit
y?
55
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
7.5
Foca
l S
tudie
s T
he
studen
t sh
ould
be
able
to:
a)E
xpla
in t
he
pro
duct
ion o
f
cars
in J
apan
,
elec
tronic
and t
exti
les
in
Tan
zania
.
Usi
ng p
hoto
gra
phs
the
teac
her
to g
uid
e
studen
ts i
n d
iscu
ssin
g t
he
pro
duct
ion
of:
(i)
Car
s in
Jap
an
(ii)
(iii
) T
exti
les
in T
anza
nia
i)P
hoto
gra
phs
on p
roduct
ion
of
cars
in J
apan
,
elec
tronic
and t
exti
le i
n
Tan
zania
.
ii)
Tex
ts o
n
indust
rial
acti
vit
ies.
Is t
he
studen
t
able
to e
xpla
in
the
pro
cess
of
pro
duct
ion o
f
cars
in J
apan
,
elec
tronic
and t
exti
le
in T
anza
nia
resp
ecti
vel
y?
b)
Iden
tify
les
sons
from
Jap
an a
nd
indust
ries
for
Tan
zania
.
The
teac
her
to g
uid
e st
uden
ts t
o r
ead
rele
van
t te
xts
on t
he
indust
ries
in t
he
foca
l co
untr
ies
and d
raw
les
sons
for
Tan
zania
to v
iew
of
succ
esse
s an
d
pro
ble
ms
bei
ng r
eali
zed.
Is t
he
studen
t
able
to i
den
tify
less
ons
Tan
zania
can d
raw
fro
m
Japan
and
indust
ries
?
8.0
S
US
TA
INA
BL
E
US
E O
F
PO
WE
R A
ND
EN
ER
GY
RE
SO
UR
CE
S
and E
ner
gy
The
studen
t sh
ould
pow
er a
nd e
ner
gy.
The
teac
her
to g
uid
e st
uden
ts
ener
gy.
Is t
he
studen
t
pow
er a
nd
ener
gy?
25
56
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
8.2
Maj
or
sourc
es o
f
pow
er.
The
studen
t sh
ould
be
able
to:
a)Id
enti
fy t
he
maj
or
sourc
es
of
pow
er a
nd
ener
gy.
i)U
sing d
iffe
rent
photo
gra
phs
of
ener
gy a
nd p
ow
er s
ourc
es t
he
teac
her
to g
uid
e st
uden
ts t
o d
escr
ibe
maj
or
sourc
es o
f pow
er a
nd e
ner
gy.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o p
rese
nt
in t
he
clas
s th
e m
ajor
sourc
es o
f
pow
er a
nd e
ner
gy (
e.g P
ow
er f
rom
oil
, bio
gas
, w
ood, nat
ura
l gas
, H
ydro
Ele
ctri
c P
ow
er, so
lar
pow
er, w
ind
pow
er, nucl
ear
pow
er g
eoth
erm
al
pow
er).
iii)
Tea
cher
to g
uid
e st
uden
ts t
o
sum
mar
ize
on t
he
maj
or
sourc
es o
f
pow
er a
nd e
ner
gy.
i)P
hoto
gra
phs
show
ing
dif
fere
nt
types
of
pow
er a
nd
ener
gy.
ii)
Rea
l pow
er
char
coal
, gas
.
Is t
he
studen
t
able
to i
den
tify
maj
or
sourc
es
of
pow
er a
nd
ener
gy?
b)
Des
crib
e
the
ori
gin
of
dif
fere
nt
types
of
ener
gy a
nd
pow
er s
ourc
es.
Usi
ng t
exts
on e
ner
gy a
nd p
ow
er
reso
urc
es t
he
teac
her
to g
uid
e st
uden
ts
to d
escr
ibe
the
ori
gin
of
dif
fere
nt
ener
gy a
nd p
ow
er s
ourc
es.
Tex
ts o
n E
ner
gy
and p
ow
er s
ourc
es.
Is t
he
studen
t
able
to d
escr
ibe
types
of
ener
gy
and p
ow
er
sourc
es?
c)Id
enti
fy t
he
types
of
ener
gy
and p
ow
er
sourc
es.
Usi
ng t
exts
the
teac
her
to g
uid
e
studen
ts t
o i
den
tify
dif
fere
nt
types
of
ener
gy a
nd p
ow
er s
ourc
es.
Is t
he
studen
t
des
crib
e th
e
ori
gin
of
dif
fere
nt
types
of
ener
gy a
nd
pow
er s
ourc
es?
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ICS
PE
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
8.3
M
ethods
of
extr
acti
ng p
ow
er
and e
ner
gy.
The
studen
t sh
ould
be
able
to e
xpla
in
the
met
hods
extr
acti
ng p
ow
er
and e
ner
gy.
i)
or
use
map
s an
d p
ictu
re s
how
ing
area
wher
e en
ergy/p
ow
er i
s
pro
duce
d a
nd t
hen
guid
e st
uden
ts
extr
act
ener
gy a
nd p
ow
er.
ii)
Tea
cher
to g
uid
e st
uden
ts t
o d
iscu
ss
on v
ario
us
met
hods
use
d t
o e
xtr
act
pow
er a
nd e
ner
gy.
iii)
By c
itin
g o
ne/
two e
xam
ple
s (i
e
wat
er (
HE
P)
and s
ola
r pow
er)
teac
her
to d
iscu
ss i
n g
roups
the
sourc
es o
f pow
er a
nd h
ow
they
are
extr
acte
d.
iv)
The
teac
her
to g
uid
e ea
ch g
roup t
o
i)M
ap o
f th
e
worl
d s
how
ing
area
s w
her
e
ener
gy a
nd
pow
er a
re
pro
duce
d.
ii)
Pic
ture
s sh
ow
ing
var
ious
met
hods/
extr
acti
ng t
he
reso
urc
es.
Is t
he
studen
t
able
to e
xpla
in
the
met
hods
extr
acti
ng p
ow
er
and e
ner
gy?
8.4
Im
port
ance
and
use
s of
pow
er
and e
ner
gy
reso
urc
es
The
studen
t
should
be
able
to
expla
in t
he
use
s
and i
mport
ance
of
thes
e ty
pes
of
pow
er r
esourc
es.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
on t
he
use
s of
pow
er a
nd
ener
gy r
esourc
es a
t fa
mil
y l
evel
.
ii)
By u
sing p
ictu
res
and p
hoto
gra
phs
show
ing h
ow
pow
er a
nd e
ner
gy i
s
use
s, t
each
er t
o g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss t
he
import
ance
of
pow
er r
esourc
es.
iii)
Tea
cher
to g
uid
e st
uden
ts i
n g
roups
to p
rese
nt
and s
um
mar
ize
the
use
s
and i
mport
ance
of
all
types
of
ener
gy a
nd p
ow
er r
esourc
es.
i)P
ictu
res
and
photo
gra
phs
ii)
Act
ual
sam
ple
s
calc
ula
tors
.
Is t
he
studen
t
able
to e
xpla
in
the
use
s an
d
import
ance
of
pow
er r
esourc
es?
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ICS
PE
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IC
OB
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CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
8.5
P
roble
ms
faci
ng p
ow
er
and e
ner
gy
pro
duct
ion
The
studen
t sh
ould
be
able
to:
a)D
iscu
ss t
he
pro
ble
ms
faci
ng
the
pro
cess
of
pow
er
and e
ner
gy
har
nes
sing.
i)T
each
er t
o o
rgan
ize
vis
its
to
var
ious
ener
gy/p
ow
er p
roduci
ng
cente
rs.
ii)
Usi
ng p
ictu
res,
photo
gra
phs
or
studen
ts t
o i
den
tify
pro
ble
ms
faci
ng t
he
har
nes
sing p
roce
ss o
f
pow
er a
nd e
ner
gy.
iii)
The
teac
her
to g
uid
e ea
ch g
roup
to c
lari
fy o
n c
om
mon p
roble
ms
of
ener
gy a
nd p
ow
er h
arnes
sing a
nd
sum
mar
ize.
i)P
ictu
res
of
ener
gy/p
ow
er
pro
duct
ion
centr
es
ii)
Photo
gra
phs
iii)
Map
s sh
ow
ing
dif
fere
nt
pow
er o
r
ener
gy c
entr
es.
Is t
he
studen
t
able
to d
iscu
ss
the
pro
ble
ms
faci
ng t
he
pro
cess
of
pow
er
and e
ner
gy
har
nes
sing?
b)
Sugges
t w
ays
of
addre
ssin
g
pow
er a
nd
ener
gy
har
nes
sing.
The
teac
her
to g
uid
e:
i)S
tuden
ts t
o p
ropose
way
s of
addre
ssin
g t
he
pro
ble
ms
of
har
nes
sing e
ner
gy a
nd p
ow
er.
ii)
Stu
den
ts t
o s
um
mar
ize
way
s of
addre
ssin
g t
he
pro
ble
ms.
Is t
he
studen
t
able
to s
ugges
t
way
s of
addre
ssin
g t
he
to h
arnes
sing o
f
pow
er?
8.6
F
oca
l S
tudie
s:
Sola
r an
d
Win
d p
ow
er
in U
SA
. H
.E.P
and B
iogas
in
Tan
zania
The
studen
t sh
ould
be
able
to:
a)E
val
uat
e th
e
import
ance
of
pow
er
and e
ner
gy
reso
urc
es i
n t
he
foca
l co
untr
ies.
i)U
sing t
exts
on p
ow
er a
nd e
ner
gy t
he
teac
her
to g
uid
e st
uden
ts t
o d
iscu
ss
the
import
ance
of
ener
gy a
nd p
ow
er
reso
urc
es i
n f
oca
l co
untr
ies.
ii)
The
teac
her
to g
uid
e st
uden
ts t
o
eval
uat
e th
e im
port
ance
of
pow
er
and e
ner
gy r
esourc
es i
n T
anza
nia
.
Tex
ts o
n p
ow
er a
nd
ener
gy
Is t
he
studen
t
able
to e
val
uat
e
the
import
ance
of
pow
er a
nd
ener
gy r
esourc
es
in f
oca
l
countr
ies?
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/SU
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OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Sum
mar
ize
pro
ble
ms
faci
ng p
ow
er
and e
ner
gy
har
nes
sing i
n
foca
l co
untr
ies.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
dis
cuss
in g
roups
the
pro
ble
ms
faci
ng p
ow
er a
nd e
ner
gy h
arnes
sing
in f
oca
l co
untr
ies.
ii)
The
teac
her
to g
uid
e ea
ch g
roup t
pre
sent
and s
um
mar
ize
pro
ble
ms
faci
ng p
ow
er a
nd e
ner
gy h
arnes
sing
in f
oca
l co
untr
ies.
i)T
ext
on p
ow
er
and e
ner
gy
sourc
es
har
nes
sing.
ii)P
hoto
gra
phs o
n
win
d an
d so
lar
pow
er
har
nes
sing i
n
US
A a
nd B
ioga
s in
Tan
zania
.
Is t
he
studen
t
able
to
sum
mar
ize
the
pro
ble
ms
faci
ng p
ow
er
and e
ner
gy
har
nes
sing i
n
foca
l co
untr
ies?
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/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)P
ropose
solu
tions
to t
hes
e
pro
ble
ms.
i)T
he
teac
her
to g
uid
e st
uden
ts t
o
expla
in t
he
met
hods
on h
ow
thes
e
pro
ble
ms
are
addre
ssed
in f
oca
l
countr
ies.
ii)
Tea
cher
to g
uid
e a
ple
nar
y
dis
cuss
ion f
or
studen
ts t
o p
ropose
and d
iscu
ss s
olu
tions
to p
roble
ms
aris
ing f
rom
pow
er a
nd e
ner
gy
har
nes
sing.
Is t
he
studen
t
able
to p
ropose
solu
tions
to
pro
ble
ms
aris
ing
from
pow
er
and e
ner
gy
har
nes
sing i
n
foca
l co
untr
ies?
d)
Dra
w s
ucc
essf
ul
less
ons
from
countr
ies
for
bet
ter
har
nes
sing
of
pow
er a
nd
ener
gy r
esourc
es
in T
anza
nia
.
The
teac
her
to g
uid
e:
i)S
tuden
ts t
o r
ead t
he
texts
on
succ
essf
ul
pro
cess
es o
f har
nes
sing
of
pow
er a
nd e
ner
gy i
n d
iffe
rent
countr
ies.
ii)
To d
iscu
ss a
nd s
um
mar
ize
succ
essf
ul
less
ons
dra
wn f
rom
oth
er f
oca
l
countr
ies
whic
h w
ill
pro
mote
har
nes
sing o
f pow
er a
nd e
ner
gy
reso
urc
es i
n T
anza
nia
.
Tex
ts o
n p
ow
er a
nd
ener
gy r
esourc
es.
Is t
he
studen
t
able
to d
raw
less
ons
from
oth
er f
oca
l
countr
ies
for
bet
ter
har
nes
sing
of
pow
er a
nd
ener
gy i
n
Tan
zania
?
9.0
TR
AN
SP
OR
T
9.1
Mai
n t
ypes
of
tran
sport
The
studen
t sh
ould
be
able
to d
escr
ibe
the
mai
n t
ypes
of
tran
sport
syst
em
at g
lobal
and E
ast
Afr
ican
lev
el.
i)T
each
er t
o g
uid
e st
uden
ts t
o
tran
sport
and m
ain t
ypes
of
tran
sport
in t
he
worl
d.
ii)
Wit
h t
he
aid o
f tr
ansp
ort
atio
n
map
s th
e te
acher
to g
uid
e st
uden
ts
to d
iscu
ss o
n t
he
mai
n t
ypes
of
tran
sport
syst
em i
n E
ast A
fric
a.
Map
s sh
ow
ing
tran
sport
syst
em i
n
Eas
t A
fric
a an
d i
n
the
worl
d.
Is t
he
studen
t
able
to d
escr
ibe
the
mai
n t
ypes
and p
atte
rns
of
tran
sport
syst
em
in
(a)
Eas
t A
fric
a?
(b)
The
worl
d?
12
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OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
By u
sing t
he
map
of
Eas
t A
fric
a
the
teac
her
to g
uid
e st
uden
ts t
o
e ex
pla
in t
he
pat
tern
of
maj
or
tran
sport
syst
ems
in t
he
regio
n.
9.2
Im
port
ance
of
tran
sport
The
studen
t sh
ould
be
able
to e
xpla
in
the
import
ance
of
tran
sport
in
Tan
zania
and E
ast
Afr
ica.
i)T
each
er t
o g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss t
he
import
ance
of
tran
sport
in T
anza
nia
and E
ast
Afr
ica.
ii)
The
teac
her
to g
uid
e ea
ch g
roup t
o
pre
sent
for
clar
ity t
he
import
ance
of
tran
sport
atio
n s
yst
em i
n
Tan
zania
and E
ast A
fric
a.
Is t
he
stu
den
t
able
to e
xpla
in
the
import
ance
of
tran
sport
in
Tan
zania
and
Eas
t A
fric
a?
9.3
Pro
ble
ms
faci
ng
tran
sport
indust
ry
The
studen
t sh
ould
be
able
to:
a)Id
enti
fy
pro
ble
ms
faci
ng
tran
sport
atio
n i
n
Eas
t A
fric
a.
i)U
sing m
aps
of
the
regio
n, te
acher
to g
uid
e st
uden
ts t
o d
iscu
ss t
he
pro
ble
ms
faci
ng t
ransp
ort
atio
n i
n
Eas
t A
fric
a.
ii)
Tea
cher
to g
uid
e st
uden
ts
to s
ugges
t pro
ble
ms
faci
ng
tran
sport
atio
n i
n t
hei
r ar
eas
and
Map
s of
reli
ef
feat
ure
s of
Eas
t
Afr
ica.
Is t
he
studen
t
able
to i
den
tify
pro
ble
ms
faci
ng
tran
sport
atio
n
sect
or
in E
ast
Afr
ica?
b)
Expla
in t
he
mea
sure
s
to a
ddre
ss
tran
sport
atio
n
pro
ble
ms
in
Tan
zania
.
Tea
cher
to g
uid
e st
uden
ts t
o d
iscu
ss
pro
ble
ms
faci
ng t
ransp
ort
atio
n i
n
Tan
zania
.
A s
ite
of
moder
n
tran
sport
syst
ems.
Is t
he
stu
den
t
able
to e
xpla
in
solu
tions
to t
he
pro
ble
ms
faci
ng
tran
sport
atio
n i
n
Tan
zania
?
FORM THREE
CLASS LEVEL COMPETENCES
The student demonstrates:
1.
the structure of the earth.
2. Ability to utilize resources resulting from geological processes.
3.
soil.
4. Ability to classify and conserve soil.
5.
use planning.
6.
information for use in social and economic activities.
7.
8. The application of simple statistical measures to present and use data for various
purposes.
CLASS LEVEL OBJECTIVES
By the end of Form Three course, the student should be able to:
(a). Show an understanding of the composition of the earth, geological time scale, structure
and forces that affect the earth and their economic importance.
(b). Show an understanding of formation, composition, importance, characteristics, simple
survey.
photographs.
(e). Develop an understanding of the concept, types of statistics, presentation of data, simple
statistical measures and their use.
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ICS
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AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
1.0 S
TR
UC
TU
RE
OF
TH
E E
AR
TH
1.1
The
eart
h’s
cru
st,
the
man
tle,
the
core
and t
hei
r re
spec
tive
char
acte
rist
ics.
The
studen
t sh
ould
be
able
to:
a)Id
enti
fy
conce
ntr
ic z
ones
of
the
eart
h.
i)B
y u
sing a
model
of
inte
rnal
str
uct
ure
of
the
eart
h/d
iagra
ms,
the
teac
her
to g
uid
e
studen
ts i
n g
roups
to
obse
rve
and i
den
tify
the
zones
(th
e cr
ust
, th
e
man
tle
and t
he
core
) of
the
eart
h.
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
lari
fy o
n
the
conce
ntr
ic z
ones
of
the
eart
h.
iii)
The
teac
her
to g
uid
e
the
studen
ts t
o d
raw
and l
abel
the
conce
ntr
ic
zones
of
the
eart
h.
i)M
odel
s of
inner
stru
cture
of
the
eart
h.
ii)
Dia
gra
ms
show
ing
conce
ntr
ic z
ones
of
the
eart
h.
Is t
he
studen
t ab
le
to:
i)Id
enti
fy
conce
ntr
ic z
ones
of
the
eart
h?
ii)
Dra
w d
iagra
ms
illu
stra
ting t
he
core
, m
antl
e an
d
crust
?
16
b)
Acc
ount
for
the
var
iati
on
in d
ensi
ty a
nd
conce
ntr
ic z
ones
of
the
eart
h’s
crust
.
i)T
he
teac
her
to a
ssig
n
studen
ts t
o r
ead w
ritt
en
mat
eria
ls o
n s
truct
ure
of
the
eart
h a
nd c
oll
ect
info
rmat
ion f
or
var
iati
on
of
zones
.
ii)
The
teac
her
to g
uid
e
studen
ts t
o s
um
mar
ize
the
var
iati
on o
f den
sity
and
zones
.
Wri
tten
mat
eria
ls o
n
stru
cture
of
the
eart
h.
Is t
he
studen
t ab
le
to a
ccount
for
the
var
iati
on i
n:
i)D
ensi
ty o
f th
e
conce
ntr
ic z
ones
?
of
the
conce
ntr
ic
zones
?
65
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ICS
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IC
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CT
IVE
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TE
AC
HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c) D
escr
ibe
the
char
acte
rist
ics
of
the
eart
h’s
cru
st,
the
man
tle
and
the
core
.
i)
Usi
ng d
iagra
ms/
model
s
of
inner
str
uct
ure
of
the
eart
h, th
e te
acher
to
guid
e st
uden
ts t
o d
iscu
ss
and d
escr
ibe
in g
roups
the
char
acte
rist
ics
of
conce
ntr
ic z
ones
of
the
eart
h.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
pre
sent
the
char
acte
rist
ics
of
conce
ntr
ic z
ones
and
i)
Dia
gra
ms
of
conce
ntr
ic z
ones
of
the
eart
h.
ii)
Model
s of
inner
stru
cture
of
the
eart
h.
Is t
he
studen
t ab
le
to d
escr
ibe
the
char
acte
rist
ics
of
the
crust
, m
antl
e
and t
he
core
?
eart
h’s
cru
st.
The
studen
t sh
ould
be
able
to:
a) Id
enti
fy t
ypes
eart
h’s
cru
st.
i)
the
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
and i
den
tify
the
ii)
The
teac
her
to g
uid
e
each
gro
up t
o p
rese
nt
and d
escr
ibe
the
char
acte
rist
ics
of
the
wri
te a
sum
mar
y.
Is t
he
studen
t ab
le
to i
den
tify
types
eart
h’s
cru
st?
66
TO
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ICS
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IC
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CT
IVE
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TE
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G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Expla
in t
he
mode
of
form
atio
n
for
each
type
thei
r ec
onom
ic
import
ance
.
i)th
e te
acher
to g
uid
est
uden
ts i
n g
roups
tobra
inst
orm
on m
ode
of
form
atio
n a
nd t
he
econom
ic i
mport
ance
of
ii)
The
teac
her
to g
uid
eea
ch g
roup t
o d
iscu
ss,
sum
mar
y o
f m
ode
of
form
atio
n a
nd e
conom
ic
Is t
he
studen
t ab
le
to e
xpla
in:
i)T
he
mode
of
form
atio
n f
or
each
type
of
a
ii)
The
econom
ic
import
ance
of
each
type
of
Tim
e S
cale
The
studen
t sh
ould
be
able
to d
escr
ibe
the
geo
logic
al t
ime
scal
e.
Usi
ng a
Geo
logic
al T
ime
Sca
le C
har
t th
e te
acher
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd d
escr
ibe
the
geo
logic
al t
ime
scal
e an
d
Char
t of
sim
ple
geo
logic
al T
ime
Sca
le
Is t
he
studen
t ab
le
to d
escr
ibe
the
geo
logic
al t
ime
scal
e?
2.0
FO
RC
ES
TH
AT
AF
FE
CT
TH
E
EA
RT
H
2.1
Forc
es c
ausi
ng e
arth
movem
ents
.
The
studen
t
should
be
able
to
expla
in t
he
forc
es
whic
h c
ause
ear
th
movem
ents
and t
hei
r
ori
gin
.
i)T
he
teac
her
to g
uid
e
the
studen
ts i
n g
roups
to b
rain
storm
the
ori
gin
and c
ause
s of
eart
h
movem
ents
.
ii)
Usi
ng t
he
thre
e
dim
ensi
onal
dia
gra
ms
the
teac
her
to d
emonst
rate
and e
labora
te t
he
pro
cess
.
Dia
gra
ms
show
ing
movem
ents
of
the
eart
h.
Is t
he
studen
t
able
to e
xpla
in
the
forc
es w
hic
h
cause
ear
th
movem
ents
and
thei
r ori
gin
?
50
67
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ICS
PE
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IC
OB
JE
CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
T
he
teac
her
to g
uid
e ea
ch
gro
up t
o d
emonst
rate
,
dis
cuss
and s
um
mar
ise
the
ori
gin
and c
ause
s of
eart
h m
ovem
ents
.
2.2
Inte
rnal
forc
es
i) R
adia
l/ V
erti
cal
movem
ent.
The
studen
t sh
ould
be
able
to:
a) D
escr
ibe
the
ver
tica
l/ra
dia
l
movem
ent.
i)
Usi
ng m
odel
s/dia
gra
ms/
vid
eo s
how
ing v
erti
cal
movem
ent
the
teac
her
to d
emonst
rate
the
upw
ard a
nd d
ow
nw
ard
movem
ent
of
the
eart
h.
ii)
Usi
ng m
odel
s th
e
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss,
dem
onst
rate
and d
escr
ibe
the
ver
tica
l m
ovem
ent
of
the
eart
h.
iii)
T
he
teac
her
to g
uid
e
each
gro
up t
o d
iscu
ss,
des
crib
e, p
rese
nt
and
ver
tica
l m
ovem
ents
of
the
eart
h.
i)
Dia
gra
ms
ii)
Model
s/vid
eo
iii)
T
hre
e
dim
ensi
onal
dia
gra
ms
and
map
s
Is t
he
studen
t
able
to d
escr
ibe
the
ver
tica
l/ra
dia
l
movem
ents
?
68
TO
PIC
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B-T
OP
ICS
PE
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Iden
tify
the
resu
ltin
g f
eatu
res
from
the
ver
tica
l
movem
ent.
i)U
sing w
ritt
en d
ocu
men
tsth
e te
acher
to g
uid
est
uden
ts i
n g
roups
todis
cuss
and i
den
tify
the
resu
ltin
g f
eatu
res
from
ver
tica
l/ra
dia
lm
ovem
ents
.ii
)B
y t
he
use
of
wal
l m
aps,
the
teac
her
to g
uid
est
uden
ts t
o l
oca
te t
he
a re
sult
of
this
pro
cess
.ii
i)T
he
teac
her
to g
uid
eea
ch g
roup t
o p
rese
nt
i)W
ritt
en
docu
men
ts
ii)
Wal
l m
aps
Is t
he
studen
t ab
le
to i
den
tify
the
resu
ltin
g f
eatu
res
from
the
ver
tica
l/
radia
l ea
rth
movem
ent?
2.3
Lat
eral
or
hori
zonta
l
movem
ent
The
studen
t sh
ould
be
able
to:
a)E
xpla
in h
ow
hori
zonta
l
pla
ce.
i)U
sing w
ritt
en t
exts
on
eart
h m
ovem
ents
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss a
nd
expla
in h
ow
hori
zonta
l
ii)
The
teac
her
to g
uid
e
studen
ts t
o p
rese
nt
in
the
clas
s w
hat
they
hav
e
gat
her
ed.
iii)
The
teac
her
to g
uid
e
studen
ts t
o s
um
mar
ize
how
hori
zonta
l
Wri
tten
tex
ts o
n t
he
late
ral/
hori
zonta
l
movem
ents
.
Is t
he
studen
t
able
to e
xpla
in
how
hori
zonta
l
pla
ce?
69
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ICS
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IC
OB
JE
CT
IVE
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AC
HIN
G A
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LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Iden
tify
dif
fere
nt
feat
ure
s pro
duce
d
by h
ori
zonta
l
forc
es.
i)U
sing w
ritt
en t
exts
on
eart
h m
ovem
ents
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss a
nd
iden
tify
fea
ture
s pro
duce
d
by h
ori
zonta
l m
ovem
ents
.
ii)
The
teac
her
to g
uid
e
each
gro
up t
o d
iscu
ss
the
effe
cts
of
the
feat
ure
s pro
duce
d o
n
the
envir
onm
ent
such
as c
han
ges
in r
elie
f,
moder
atio
n o
f cl
imat
e,
min
eral
explo
itat
ion, so
il
pH
.
iii)
The
teac
her
to g
uid
e
studen
ts t
o p
rese
nt
and
sum
mar
ize.
Is t
he
studen
t
able
to i
den
tify
feat
ure
s pro
duce
d
by h
ori
zonta
l
forc
es?
2.4
Vulc
anic
ity
The
studen
t sh
ould
be
able
to:
a)D
iffe
renti
ate
vulc
anic
ity f
rom
volc
anic
ity.
i)U
sing w
ritt
en d
ocu
men
ts
on v
olc
anis
m t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss t
he
dif
fere
nce
s bet
wee
n
vulc
anic
ity a
nd
volc
anic
ity.
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
lari
fy o
n t
he
dif
fere
nce
s.
Wri
tten
docu
men
ts
on v
olc
anis
m.
Is t
he
studen
t ab
le
to d
iffe
renti
ate
vulc
anic
ity f
rom
volc
anic
ity?
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ICS
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IC
OB
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CT
IVE
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TE
AC
HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Expla
in c
ause
s
of
vulc
anic
ity,
volc
anic
ity a
nd
the
resu
ltin
g
feat
ure
s.
i)U
sing d
iffe
rent
texts
on
vulc
anic
ity t
he
teac
her
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd e
xpla
in
the
cause
s of
vulc
anic
ity,
volc
anic
ity a
nd t
he
resu
ltin
g f
eatu
res.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
Tex
ts o
n v
ulc
anic
ity
Is t
he
stu
den
t ab
le
to e
xpla
in:
i)T
he
cause
s of
vulc
anic
ity a
nd
volc
anic
ity?
ii) T
he
resu
ltin
g
c)C
lass
ify f
eatu
res
resu
ltin
g f
rom
the
pro
cess
es o
f
vulc
anic
ity.
i)U
sing d
iffe
rent
texts
wri
tten
on v
ulc
anic
ity,
the
teac
her
to
guid
e st
uden
ts i
n g
roups
to
dis
cuss
and c
lass
ify f
eatu
res
resu
ltin
g f
rom
the
pro
cess
es
of
vulc
anic
ity a
nd v
olc
anic
ity.
ii)
The
teac
her
to g
uid
e
each
gro
up t
o p
rese
nt
the
resu
ltin
g f
rom
the
pro
cess
es
Wri
tten
tex
t on
volc
anic
fea
ture
s
Is t
he
studen
t ab
le
to c
lass
ify f
eatu
res
resu
ltin
g f
rom
the
pro
cess
of
vulc
anic
ity?
d)
Loca
te t
he
dis
trib
uti
on o
f
maj
or
volc
anic
zones
in t
he
worl
d.
Usi
ng w
orl
d m
aps
the
teac
her
to g
uid
e st
uden
ts t
o d
raw
and l
oca
te t
he
dis
trib
uti
on o
f
maj
or
volc
anic
zones
in t
he
worl
d.
Worl
d M
aps
Is t
he
studen
t
able
to l
oca
te t
he
dis
trib
uti
on o
f
maj
or
volc
anic
zones
in t
he
worl
d?
feat
ures
of
volc
anic
ity?
71
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ICS
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IC
OB
JE
CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
e). A
sses
s th
e
econom
ic
import
ance
of
volc
anoes
.
Usi
ng w
ritt
en d
ocu
men
ts
on v
olc
anoes
the
teac
her
to
assi
gn s
tuden
ts i
n g
roups
to
asse
ss t
he
val
ue
of
volc
anoes
to h
um
an b
eings.
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
sum
mar
y.
Wri
tten
docu
men
ts
on v
olc
anoes
Is t
he
studen
t
able
to a
sses
s
the
econom
ic
import
ance
of
volc
anoes
?
2.5
T
he
studen
t sh
ould
be
able
to:
epic
ente
r an
d
focu
s.
i)T
he
teac
her
to g
uid
e
studen
ts t
o r
ead d
iffe
rent
focu
s.
ii)
The
teac
her
to g
uid
e th
e
studen
ts t
o c
lari
ty o
n
epic
ente
r an
d f
ocu
s.
Is t
he
studen
t ab
le
ii)
Epic
ente
r?
iii)
Focu
s?
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ICS
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IC
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CT
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Des
crib
e how
det
ecte
d.
i)U
sing p
ictu
res
of
seis
mogra
ph, th
e
teac
her
to d
emonst
rate
det
ecte
d.
ii)
Usi
ng p
ictu
res
of
seis
mogra
ph, th
e te
acher
to g
uid
e st
uden
ts i
n
gro
ups
to d
escr
ibe
sum
mar
y.
i)P
ictu
res
of
a
seis
mogra
ph
ii)
Sei
smogra
ph
Is t
he
studen
t ab
le
to d
escr
ibe
how
det
ecte
d?
c)E
xpla
in t
he
cause
s
and e
ffec
ts o
f
i)U
sing p
ictu
res
show
ing
dia
gra
ms/
vid
eo t
he
teac
her
to g
uid
e th
e
studen
ts t
o d
iscu
ss a
nd
expla
in i
n g
roups
the
cause
s an
d e
ffec
ts o
f
ii)
The
teac
her
to g
uid
e
each
gro
up t
o p
rese
nt
the
cause
s an
d e
ffec
ts o
f
i)P
ictu
res
show
ing
ii)
Vid
eo
iii)
Wri
tten
tex
ts
Is t
he
studen
t ab
le
to e
xpla
in:
i)C
ause
s of
ii)
Eff
ects
of
73
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ICS
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CT
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
U
sing w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e
studen
ts t
o i
den
tify
pre
cauti
onar
y m
easu
res
iv)
The
teac
her
to g
uid
e th
e
studen
ts t
o s
um
mar
ise
on
the
cause
s, e
ffec
ts a
nd
pre
cauti
onar
y m
easu
res
to
d)
Loca
te t
he
poss
ible
are
as
on w
orl
d m
ap.
Usi
ng w
orl
d m
ap t
he
teac
her
to a
ssig
n s
tuden
ts t
o d
raw
worl
d m
ap a
nd l
oca
te a
reas
occ
ur.
Worl
d m
aps
Is t
he
studen
t ab
le
to l
oca
te a
reas
on w
orl
d m
ap?
2.6
Exte
rnal
forc
es
i) M
ass
was
ting
The
studen
t sh
ould
be
able
to:
a)
was
ting.
i)
The
teac
her
to a
ssig
n
studen
ts i
ndiv
idual
ly t
o
of
a m
ass
was
ting f
rom
texts
on m
ass
was
ting.
ii)
The
teac
her
to g
uid
e th
e
studen
ts s
um
mar
ise
on
was
ting.
Tex
ts o
n m
ass
was
ting.
Is t
he
stu
den
t ab
le
was
ting?
74
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ICS
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CT
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AR
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G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Iden
tify
types
of
mas
s
was
ting.
i)
Usi
ng t
exts
on m
ass
was
ting t
he
teac
her
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss, id
enti
fy a
nd
pre
sent
types
of
mas
s
was
ting.
ii)
The
teac
her
to g
uid
e
sum
mar
y o
f dif
fere
nt
types
of
mas
s w
asti
ng.
Tex
ts o
n m
ass
was
ting
Is t
he
studen
t ab
le
to i
den
tify
types
of
mas
s w
asti
ng?
c)
Des
crib
e th
e
fact
ors
whic
h
cause
mas
s
was
ting.
i)
Usi
ng t
exts
, th
e te
acher
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd d
escr
ibe
the
fact
ors
whic
h c
ause
mas
s w
asti
ng.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
pre
sent
the
fact
ors
whic
h
cause
mas
s w
asti
ng a
nd
Is t
he
studen
t
able
to d
escr
ibe
the
fact
ors
whic
h
cause
mas
s
was
ting?
75
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ICS
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IC
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CT
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HIN
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AR
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G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
d)
Ass
ess
the
effe
cts
of
mas
s
was
ting t
o t
he
envir
onm
ent.
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to a
ssig
n
studen
ts i
ndiv
idual
ly t
o
sear
ch f
or
info
rmat
ion
on t
he
effe
cts
of
mas
s w
asti
ng t
o t
he
envir
onm
ent.
ii)
Usi
ng p
hoto
gra
phs
and
pic
ture
s th
e te
acher
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd p
rese
nt
the
asse
ssm
ent
of
the
effe
cts
of
mas
s w
asti
ng t
o t
he
sum
mar
y.
i) W
ritt
en d
ocu
men
ts
ii)
Photo
gra
phs/
pic
ture
s sh
ow
ing
effe
cts
of
mas
s
was
ting.
Is t
he
studen
t
able
to a
sses
s th
e
effe
cts
of
mas
s
was
ting t
o t
he
envir
onm
ent?
ii)
Wea
ther
ing
The
studen
t sh
ould
be
able
to:
wea
ther
ing.
i)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
wea
ther
ing f
rom
tex
ts.
ii)
The
teac
her
to g
uid
e
studen
ts c
lari
fy o
n t
he
mea
nin
g o
f w
eath
erin
g.
Tex
ts o
n w
eath
erin
gIs
the
studen
t
wea
ther
ing?
76
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OP
ICS
PE
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IC
OB
JE
CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Iden
tify
types
of
wea
ther
ing.
i)
Usi
ng t
exts
on w
eath
erin
g
the
teac
her
to g
uid
e
studen
ts t
o i
den
tify
dif
fere
nt
types
of
wea
ther
ing f
rom
the
imm
edia
te e
nvir
onm
ent.
ii)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
sum
mar
y o
f dif
fere
nt
types
of
wea
ther
ing
(physi
cal,
chem
ical
and
bio
logic
al).
Tex
ts o
n w
eath
erin
g
Is t
he
stu
den
t
wea
ther
ing?
c) D
iffe
renti
ate
wea
ther
ing
pro
cess
es.
Wit
h t
he
aid o
f dia
gra
ms
show
ing t
ypes
of
wea
ther
ing
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss a
nd
pre
sent
the
dif
fere
nt
wea
ther
ing p
roce
sses
and
Dia
gra
ms
show
ing
types
of
wea
ther
ing.
Is t
he
studen
t ab
le
to d
iffe
renti
ate
wea
ther
ing
pro
cess
es?
77
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B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
d)
Ass
ess
the
wea
ther
ing.
i)
Usi
ng w
ritt
en
docu
men
ts t
he
teac
her
to a
ssig
n s
tuden
ts i
n
gro
ups
to s
earc
h f
or
and
wea
ther
ing.
ii)
The
teac
her
to g
uid
e
each
gro
up t
o d
iscu
ss,
sum
mar
y.
iii)
T
each
er t
o o
rgan
ize
a st
udy v
isit
to a
n
affe
cted
are
a fo
r
studen
ts t
o a
sses
s
wea
ther
ing.
Wri
tten
docu
men
tsIs
the
studen
t
able
to a
sses
s th
e
wea
ther
ing?
iii)
Ero
sion a
nd
Dep
osi
tion b
y r
unnin
g
wat
er, ic
e, w
ind a
nd
wav
e ac
tion.
The
studen
t sh
ould
be
able
to:
of
erosi
on a
nd
dep
osi
tion.
the
teac
her
to g
uid
e st
uden
ts
dep
osi
tion.
Is t
he
studen
t
conce
pt
of:
1. E
rosi
on?
2. D
eposi
tion?
78
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ICS
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CT
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HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Exam
ine
how
agen
ts o
f er
osi
on
and d
eposi
tion
oper
ate
on t
he
landsc
ape.
i)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to r
ead
dif
fere
nt
texts
on e
rosi
on
and d
eposi
tion t
o e
xam
ine
how
runnin
g w
ater
, ic
e
acti
on, w
ind a
ctio
n a
nd
wav
e ac
tion o
per
ate
on
the
landsc
ape.
ii)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
pre
sent
how
eac
h o
f th
e
agen
ts o
per
ate.
iii)
T
he
teac
her
to g
uid
e
studen
ts t
o w
rite
the
sum
mar
y o
f er
osi
onal
and
dep
osi
tional
pro
cess
for
each
agen
t.
Tex
ts o
n e
rosi
on a
nd
dep
osi
tion.
Is t
he
stu
den
t ab
le
to:
i) E
xam
ine
how
agen
ts o
f er
osi
on
oper
ate
on t
he
landsc
ape?
ii)
exam
ine
how
agen
ts o
f
dep
osi
tion o
per
ate
on t
he
landsc
ape?
c) E
xam
ine
erosi
onal
and
dep
osi
tional
feat
ure
s fo
r ea
ch
agen
t.
i)
Usi
ng d
iagra
ms/
photo
gra
phs
the
teac
her
to
guid
e st
uden
ts i
n g
roups
to d
iffe
renti
ate
bet
wee
n
erosi
onal
and d
eposi
tional
feat
ure
s pro
duce
d b
y e
ach
agen
t.
ii)
The
teac
her
to g
uid
e
indiv
idual
stu
den
ts t
o
dra
w e
rosi
onal
fea
ture
s
pro
duce
d b
y e
ach a
gen
t.
i)
Dia
gra
ms
ii)
Photo
gra
phs,
a
vis
it s
ite.
Is t
he
studen
t ab
le
to:
i) e
xam
ine
erosi
onal
fea
ture
s
for
each
agen
t?
ii)
exam
ine
dep
osi
tional
feat
ure
s fo
r ea
ch
agen
t?
79
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ICS
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IC
OB
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CT
IVE
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AC
HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
T
he
teac
her
to o
rgan
ize
a vis
it f
or
studen
ts t
o
obse
rve
erosi
onal
or
dep
osi
tional
fea
ture
s to
d)
Ass
ess
the
import
ance
of
erosi
onal
and
dep
osi
tional
feat
ure
s to
hum
an
bei
ngs.
i)
Usi
ng p
hoto
gra
phs,
pic
ture
s/vid
eo t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss a
nd
pre
sent
the
import
ance
of
erosi
onal
and d
epois
itonal
feat
ure
s to
hum
an b
eings.
ii)
The
teac
her
to g
uid
e
studen
ts s
um
mar
ize
the
import
ance
of
erosi
onal
and d
eposi
tional
fea
ture
s
to h
um
an b
eings.
i) P
hoto
gra
phs
ii)
P
ictu
res
iii)
V
ideo
Is t
he
studen
t ab
le
to:
i) a
sses
s th
e
import
ance
of
erosi
onal
fea
ture
s
to h
um
an b
eings?
ii)
asse
ss t
he
import
ance
of
dep
osi
tonal
feat
ure
s to
hum
an
bei
ngs?
2.7
T
he
studen
t sh
ould
be
able
to:
a) E
xpla
in t
he
mea
nin
g o
f
whic
h c
ause
ear
th
movem
ents
.
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e th
e
studen
ts t
o e
xpla
in o
n
forc
es.
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
lari
fy o
n
forc
es.
Wri
tten
docu
men
tsIs
the
stu
den
t
able
to e
xpla
in
the
mea
nin
g o
f
whic
h c
ause
ear
th
movem
ents
?
80
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CT
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Des
crib
e ca
use
s
and e
ffec
ts o
f
i)
The
teac
her
to d
istr
ibute
forc
es t
o g
roups
of
of
dif
fere
nt
types
of
ii)
The
teac
her
to a
ssig
n
studen
ts i
n g
roups
to r
ead
forc
es a
nd s
earc
h
info
rmat
ion o
n t
he
cause
s
iii)
T
he
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss p
rese
nt
i)
Lit
erat
ure
on
ii)
Photo
gra
phs
of
Is t
he
studen
t ab
le
to d
escr
ibe:
i) C
ause
of
ii)
Eff
ects
of
3.0
SO
IL
3.1
Soil
form
atio
n
The
studen
t sh
ould
be
able
to:
i)
Usi
ng t
exts
on s
oil
the
teac
her
to g
uid
e st
uden
ts
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
lari
fy o
n t
he
i)
Tex
ts o
n s
oil
ii)
Tex
t in
Bra
ille
Is t
he
stu
den
t ab
le
20
b)
Des
crib
e fa
ctors
for
soil
form
atio
n
i)
Usi
ng g
uid
ing
to a
ssig
n s
tuden
ts
in g
roups
to s
earc
h
for
fact
ors
of
soil
form
atio
n.
Is t
he
studen
t ab
le
to d
escr
ibe
fact
ors
for
soil
form
atio
n?
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ICS
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IC
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HIN
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
and s
um
mar
ize
the
fact
ors
for
soil
form
atio
n.
c) A
sses
s th
e
import
ance
of
soil
.
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to a
ssig
n
studen
ts i
n g
roups
to
import
ance
of
soil
.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
and s
um
mar
ize
the
import
ance
of
soil
.
Wri
tten
docu
men
tsIs
the
studen
t
able
to a
sses
s th
e
import
ance
of
soil
?
3.2
Soil
com
posi
tion a
nd
pro
per
ties
.
The
studen
t sh
ould
be
able
to i
llust
rate
soil
com
posi
tion a
nd
pro
per
ties
.
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to a
ssig
n
studen
ts i
n g
roups
to
sear
ch f
or
info
rmat
ion o
n
soil
com
posi
tion.
ii)
The
teac
her
to g
uid
e
indiv
idual
stu
den
ts t
o
dra
w d
iagra
ms
show
ing
soil
com
posi
tion.
iii)
T
he
teac
her
to a
ssig
n
studen
ts t
o c
oll
ect
soil
of
soil
pro
per
ties
(physi
cal
and c
hem
ical
).
i)
Wri
tten
docu
men
ts
ii)
Soil
sam
ple
s
Is t
he
studen
t ab
le
to i
llust
rate
soil
:
1. c
om
posi
tion?
2. p
roper
ties
?
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ICS
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IC
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CT
IVE
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TE
AC
HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iv)
usi
ng s
oil
sam
ple
s th
e
teac
her
to g
uid
e st
uden
ts
in g
roups
to t
est
soil
textu
re a
nd o
bse
rve
its
colo
ur,
pro
per
ties
and
char
acte
rist
ics
The
studen
t sh
ould
be
able
to:
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
lari
fy o
n t
he
Wri
tten
docu
men
tsIs
the
studen
t
b)
Illu
stra
te s
oil
char
acte
rist
ics.
i)
The
teac
her
to o
rgan
ize
a
studen
ts t
o o
bse
rve
soil
ii)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
the
char
acte
rist
ics
iii)
U
sing d
iagra
ms
and
photo
s sh
ow
ing s
oil
guid
e st
uden
ts t
o d
raw
and l
abel
the
dia
gra
m o
f
i)
Fie
ld s
ite
ii)
Dia
gra
ms
and
photo
gra
phs
show
ing s
oil
Is t
he
studen
t ab
le
to :
i) I
llust
rate
soil
ii)
Illu
stra
te
char
acte
rist
ics?
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ICS
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IC
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CT
IVE
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TE
AC
HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
3.4
Sim
ple
soil
T
he
studen
t sh
ould
be
able
to c
lass
ify
soil
acc
ord
ing t
o
textu
ral
gro
ups.
Usi
ng s
ample
s of
soil
the
teac
her
to g
uid
e st
uden
ts t
o
clas
sify
soil
acc
ord
ing t
o t
hei
r
textu
re.
Soil
sam
ple
sIs
the
studen
t
able
to c
lass
ify
soil
acc
ord
ing t
o
textu
al g
roups?
3.5
Soil
ero
sion
The
studen
t sh
ould
be
able
to:
erosi
on.
i)
Usi
ng p
hoto
gra
phs
and
post
ers
show
ing a
reas
wher
e so
il e
rosi
on h
as
to g
uid
e th
e st
uden
ts i
n
gro
ups
to e
xpla
in s
oil
erosi
on.
ii)
The
teac
her
to g
uid
e
studen
ts c
lari
fy t
he
mea
nin
g o
f so
il e
rosi
on.
Photo
gra
phs
and
post
ers
show
ing
eroded
are
as.
Is t
he
studen
t
erosi
on?
b)
Exam
ine
how
agen
ts o
f so
il
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e th
e
studen
ts t
o d
iscu
ss a
nd
exam
ine
dif
fere
nt
agen
ts
of
soil
ero
sion.
ii)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e
studen
ts i
n g
roups,
to
sum
mar
y o
n h
ow
agen
ts
Wri
tten
docu
men
tsIs
the
studen
t ab
le
to e
xam
ine
how
agen
ts o
f so
il
84
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ICS
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IC
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IVE
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HIN
G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c) D
escr
ibe
types
and e
ffec
ts o
f so
il
erosi
on t
o s
oci
al
and e
conom
ic
acti
vit
ies.
i)
The
teac
her
to o
rgan
ize
a
vis
it t
o a
n e
roded
are
a use
pic
ture
s or
photo
gra
phs
of
eroded
sit
es f
or
the
studen
ts t
o o
bse
rve
types
and e
ffec
ts o
f so
il e
rosi
on
to h
um
an l
ife.
ii)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
on w
hat
was
iii)
T
he
teac
her
to g
uid
e
studen
ts i
n g
roups
to
sum
mar
ise
types
and
effe
cts
of
soil
ero
sion t
o
hum
an l
ife.
i) S
ite
area
ii)
Pic
ture
s/
photo
gra
phs
of
eroded
sit
es.
Is t
he
studen
t ab
le
to d
escr
ibe:
types
of
soil
erosi
on?
effe
cts
of
soil
erosi
on t
o h
um
an
life
?
d)
Rel
ate
popula
tion
gro
wth
and r
ate
of
soil
ero
sion o
n
i)
Usi
ng a
lib
rary
res
earc
h
the
teac
her
to a
ssig
n
studen
ts i
n g
roups
to d
o
the
rela
tionsh
ip b
etw
een
popula
tion g
row
th a
nd t
he
rate
of
soil
ero
sion o
n t
he
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
Dif
fere
nt
texts
on s
oil
erosi
on.
Is t
he
studen
t
able
to r
elat
e
popula
tion g
row
th
and r
ate
of
soil
erosi
on o
n t
he
85
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ICS
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
e) D
emonst
rate
way
s of
contr
oll
ing s
oil
erosi
on t
hro
ugh
the
appli
cati
on
of
var
ious
conse
rvat
ion
i)
Usi
ng p
ictu
res
and
photo
gra
phs
on
var
ious
met
hods
of
soil
conse
rvat
ion t
he
teac
her
to g
uid
e in
div
idual
studen
ts t
o i
den
tify
contr
oll
ing s
oil
ero
sion.
ii)
At
school
level
, th
e
teac
her
to g
uid
e st
uden
ts
to p
ract
ice
how
to c
ontr
ol
soil
ero
sion b
y m
ulc
hin
g,
pla
nnin
g t
rees
and
gra
sses
, pla
nti
ng c
over
crops
and t
erra
cing.
iii)
reco
rds.
Pic
ture
s an
d
photo
gra
phs
on
var
ious
met
hods
of
soil
conse
rvat
ion.
Is t
he
stu
den
t ab
le
to d
emonst
rate
:
i) W
ays
of
contr
oll
ing s
oil
erosi
on?
soil
conse
rvat
ion?
4. 0 E
LE
ME
NT
AR
Y
SU
RV
EY
AN
D M
AP
4.1
Mea
nin
g a
nd t
ypes
of
surv
ey.
The
studen
t sh
ould
be
able
to:
a) ex
pla
in t
he
mea
nin
g o
f
sim
ple
lan
d
surv
eys.
Usi
ng w
ritt
en d
ocu
men
ts t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to r
ead a
nd e
xpla
in t
he
mea
nin
g o
f la
nd s
urv
eys
Wri
tten
docu
men
tsIs
the
studen
t ab
le
to e
xpla
in t
he
mea
nin
g o
f si
mple
land s
urv
ey?
16
b)
Expla
in t
he
types
of
sim
ple
and
surv
ey
The
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss a
nd
expla
in t
he
types
of
sim
ple
land s
urv
ey.
Is t
he
stu
den
t ab
le
to e
xpla
in t
ypes
of
land s
urv
eyin
g?
86
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ICS
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G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
4.2
Chai
n s
urv
eyT
he
studen
t sh
ould
be
able
to:
a) D
escr
ibe
chai
n/
tape
surv
ey.
i)
the
teac
her
to g
uid
e th
e
studen
ts i
n g
roups
to
dis
cuss
and d
escr
ibe
chai
n/t
ape
surv
ey.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
Is t
he
stu
den
t ab
le
to d
escr
ibe
chai
n/
tape
surv
ey?
b)
Expla
in d
iffe
rent
types
of
in c
hai
n/t
ape
surv
eyin
g.
i)
Usi
ng s
urv
eyin
g
to g
uid
e th
e st
uden
ts i
n
gro
ups
to d
iscu
ss a
nd
expla
in d
iffe
rent
types
of
surv
eyin
g.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
emonst
rate
how
use
d.
i) T
ape
mea
sure
ii)
Chai
n
iii
) A
rrow
s
iv)
Ran
gin
g p
ole
s
v)
P
egs
vi)
C
om
pas
s
Is t
he
studen
t
able
to e
xpla
in
dif
fere
nt
types
of
in c
hai
n/t
ape
surv
eyin
g?
c) P
ract
ise
chai
n/
tape
surv
eyin
g
acti
vit
ies
at
school
level
.
the
teac
her
to g
uid
e th
e
studen
ts i
n g
roups
to
pra
ctic
e ch
ain/t
ape
surv
eyin
g
acti
vit
ies.
Is t
he
stu
den
t ab
le
to:
i) U
se c
hai
n/
tape
surv
eyin
g
ii)
Pra
ctic
e ch
ain/
tape
surv
eyin
g
acti
vit
ies?
87
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
d)
Expla
in t
he
import
ance
of
surv
ey.
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e
studen
ts i
n g
roups
to
sear
ch f
or
info
rmat
ion o
n
the
import
ance
of
surv
ey
in s
oci
al a
nd e
conom
ic
acti
vit
ies.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
expla
in t
he
import
ance
of
surv
ey i
n s
oci
al a
nd
econom
ic a
ctiv
itie
s an
d
Wri
tten
docu
men
tsIs
the
studen
t
able
to e
xpla
in
the
import
ance
of
surv
ey?
5. 0 M
AP
RE
AD
ING
AN
D M
AP
INT
ER
PR
ET
AT
ION
5.1
Conce
pt
of
map
read
ing.
The
studen
t sh
ould
be
able
to:
a) E
xpla
in t
he
conce
pt
of
map
read
ing a
nd i
ts
import
ance
to
soci
al e
conom
ic
acti
vit
ies.
teac
her
to g
uid
e th
e st
uden
ts
in g
roups
to b
rain
storm
on t
he
mea
nin
g o
f m
ap r
eadin
g a
nd
its
import
ance
.
Is t
he
stu
den
t ab
le
to e
xpla
in:
the
conce
pt
of
map
rea
din
g?
the
import
ance
of
map
rea
din
g?
20
b)
Iden
tify
esse
nti
als
of
a
map
.
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to i
den
tify
ess
enti
als
of
a m
ap.
Is t
he
studen
t
able
to i
den
tify
esse
nti
als
of
a
map
?
88
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ICS
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IC
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IVE
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HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
5.2
Rea
din
g a
nd
inte
rpre
ting
topogra
phic
al m
aps.
The
studen
t sh
ould
be
able
to:
a) R
ecogniz
e
feat
ure
s on a
map
Usi
ng m
aps
and g
uid
ing
guid
e st
uden
ts i
n g
roups
to
reco
gniz
e fe
ature
s on a
map
.
Topogra
phic
al m
aps
(map
extr
acts
).
Is t
he
studen
t
able
to r
ecogniz
e
feat
ure
s on a
map
?
b)
Gen
erat
e
info
rmat
ion f
rom
map
s.
Usi
ng t
opogra
phic
al m
aps
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss a
nd g
ener
ate
info
rmat
ion f
rom
map
s.
Topogra
phic
al m
aps
Is t
he
studen
t
able
to g
ener
ate
info
rmat
ion f
rom
map
s?
c) I
nte
rpre
t
info
rmat
ion i
n
rela
tion t
o d
aily
acti
vit
ies.
1. T
he
teac
her
to d
emonst
rate
how
to i
nte
rpre
t in
form
atio
n
from
map
s.
2. te
acher
to a
ssig
n s
tuden
ts
in g
roups
to d
iscu
ss a
nd
inte
rpre
t in
form
atio
n f
rom
map
s in
rel
atio
n t
o d
aily
acti
vit
ies.
Is t
he
studen
t
able
to i
nte
rpre
t
info
rmat
ion f
rom
map
s?
6. 0 P
HO
TO
GR
AP
H
RE
AD
ING
AN
D
INT
ER
PR
ET
AT
ION
6.1
Types
of
photo
gra
phs
The
studen
t sh
ould
be
able
to:-
a) i
den
tify
types
of
photo
gra
phs.
i)
Usi
ng w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e
studen
ts i
n g
roups
to i
den
tify
types
of
photo
gra
phs.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
and s
um
mar
ize
the
types
of
photo
gra
phs.
i) W
ritt
en d
ocu
men
ts
ii)
Types
photo
gra
phs
Is t
he
studen
t ab
le
to i
den
tify
types
of
photo
gra
phs?
14
89
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ICS
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IC
OB
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CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Dif
fere
nti
ate
bet
wee
n
gro
und, ver
tica
l
photo
gra
phs.
i)U
sing t
exts
and
photo
gra
phs,
the
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to d
iffe
renti
ate
and v
erti
cal
photo
gra
phs.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss p
rese
nt
i)G
round, ver
tica
l
photo
gra
phs.
ii)
Tex
ts o
n p
hoto
gra
phs.
Is t
he
studen
t ab
le
to d
iffe
renti
ate
gro
und, ver
tica
l
photo
gra
phs?
6.2
Rea
din
g a
nd
inte
rpre
ting
photo
gra
phs
The
studen
t sh
ould
be
able
to:-
a)R
ead f
eatu
res
pre
sente
d o
n
photo
gra
phs.
i)T
he
teac
her
to
dem
onst
rate
how
to r
ead
feat
ure
s on p
hoto
gra
phs.
ii)
and p
hoto
gra
phs
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to r
ead f
eatu
res
on p
hoto
gra
phs.
i)P
hoto
gra
phs
show
ing v
arie
ty o
f
feat
ure
s.
ii)
Guid
ing
Is t
he
studen
t ab
le
to r
ead f
eatu
res
pre
sente
d o
n
photo
gra
phs?
b)
Iden
tify
nat
ura
l
and m
an m
ade
feat
ure
s in
the
fore
, m
iddle
and
photo
gra
ph.
Usi
ng w
ritt
en d
ocu
men
ts,
dif
fere
nt
types
of
photo
gra
phs
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to s
ort
out
imag
es
as r
egar
ds
to f
ore
, m
iddle
photo
gra
phs.
i)D
iffe
rent
types
of
photo
gra
phs.
ii)
Guid
ing
Is t
he
stu
den
t ab
le
to:
Iden
tify
nat
ura
l
feat
ure
s in
the
fore
, m
iddle
and
photo
gra
phy?
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ICS
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AC
HIN
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
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AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)In
terp
ret
feat
ure
s
pre
sente
d o
n t
he
photo
gra
ph.
teac
her
to a
ssig
n s
tuden
ts i
n
gro
ups
to i
nte
rpre
t fe
ature
s
pre
sente
d o
n t
he
giv
en
photo
gra
phs.
Is t
he
stu
den
t
able
to i
nte
rpre
t
feat
ure
s
pre
sente
d o
n t
he
photo
gra
ph?
7.0 A
PP
LIC
AT
ION
OF
SIM
PL
E
ST
AT
ST
ICS
7.1
Conce
pt
of
stat
isti
cs
The
studen
t sh
ould
be
able
to:
a)E
xpla
in t
he
conce
pt
of
stat
isti
cs.
Usi
ng w
ritt
en d
ocu
men
ts t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss a
nd e
xpla
in
the
conce
pt
of
stat
isti
cs.
Wri
tten
docu
men
tsIs
the
studen
t
able
to e
xpla
in
the
conce
pt
of
stat
isti
cs?
b)
Dif
fere
nti
ate
types
of
stat
isti
cal
dat
a.
i)U
sing t
exts
on s
tati
stic
s
the
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
and d
iffe
renti
ate
types
of
stat
isti
cal
dat
a.
ii)
The
teac
her
to a
ssig
n e
ach
gro
up t
o c
oll
ect
dif
fere
nt
types
of
stat
isti
cal
dat
a.
iii)
Usi
ng t
able
s sh
ow
ing
dif
fere
nt
stat
isti
cs, th
e
teac
her
to g
uid
e st
uden
ts
to s
um
mar
ise
dif
fere
nt
types
of
stat
isti
cal
dat
a.
i)T
able
s sh
ow
ing
dif
fere
nt
stat
isti
cs
ii)
Tex
ts o
n s
tati
stic
s
Is t
he
studen
t ab
le
to d
iffe
renti
ate
types
of
stat
isti
cal
dat
a?
c)P
rese
nt
dat
a
gra
phic
ally
i)T
he
teac
her
to
dem
onst
rate
how
to
pre
sent
dat
a gra
phic
ally
.
Dif
fere
nt
stat
isti
cal
dat
a
Is t
he
studen
t ab
le
to p
rese
nt
dat
a
gra
phic
ally
?
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ICS
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LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
Usi
ng d
iffe
rent
stat
isti
cal
dat
a, t
he
teac
her
to g
uid
eth
e st
uden
ts i
n g
roups
todis
cuss
and d
raw
lin
e an
dbar
gra
phs
on p
rese
nti
ng
dat
a.
d)
Expla
in t
he
import
ance
of
stat
isti
cs t
o t
he
use
r.
i)th
e te
acher
to a
ssig
nst
uden
ts i
n g
roups
todis
cuss
the
import
ance
of
stat
isti
cs t
o t
he
use
r.ii
)T
he
teac
her
to g
uid
eea
ch g
roup t
o p
rese
nt
the
import
ance
of
stat
isti
cs
sum
mar
y.
i)T
exts
on s
tati
stic
s.Is
the
studen
t
able
to e
xpla
in
the
import
ance
of
stat
isti
cs t
o t
he
use
r?
e)D
escr
ibe
how
mas
sive
dat
a ca
n
be
sum
mar
ized
i)T
he
teac
her
to a
ssig
nth
e st
uden
ts i
n g
roups
to r
ead t
exts
on h
ow
to
sum
mar
ise
mas
sive
dat
a.ii
)T
he
teac
her
to g
uid
e ea
chgro
up t
o d
iscu
ss, pre
sent
sum
mar
y.ii
i)U
sing d
iffe
rent
stat
isti
cal
dat
a an
d d
iagra
ms
the
teac
her
to g
uid
e st
uden
tsto
sum
mar
ize
mas
sive
dat
a.
i)S
tati
stic
al d
ata
ii)
Dia
gra
ms.
Is t
he
stu
den
t ab
le
to d
escr
ibe
how
mas
sive
dat
a ca
n
be
sum
mar
ized
?
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ICS
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AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Sim
ple
sta
tist
ical
mea
sure
s an
d
inte
rpre
tati
on.
The
studen
t sh
ould
be
able
to:-
a)D
escr
ibe
met
hods
of
pre
senti
ng
sim
ple
and m
ixed
dat
a.
i)U
sing w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e
the
studen
ts i
n g
roups
to d
iscu
ss m
ethods
of
pre
senti
ng m
ixed
dat
a.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o p
rese
nt
and
sum
mar
ize
met
hods
of
pre
senti
ng m
ixed
dat
a.
iii)
Usi
ng s
tati
stic
al d
ata
the
teac
her
to g
uid
e st
uden
ts
pre
sent
sim
ple
and m
ixed
dat
a.
Sta
tist
ical
dat
a.Is
the
stu
den
t
able
to d
escr
ibe
met
hods
of
pre
senti
ng s
imple
and m
ixed
dat
a?
b)
Cal
cula
te t
he
mea
n, m
ode
and
med
ian.
i)U
sing t
exts
on s
tati
stic
s th
e te
acher
to g
uid
e st
uden
ts i
n g
roups
to
expla
in t
he
mea
nin
g o
f m
ean, m
ode
and m
edia
n.
ii)
the
teac
her
to g
uid
e ea
ch
gro
up t
o c
alcu
late
the
mea
n, m
ode
and m
edia
n.
i)T
able
s an
d d
ata
for
calc
ula
tion.
ii)
Tex
ts o
n s
tati
stic
s.
Is t
he
stu
den
t ab
le
to c
alcu
late
the:
i)M
ean?
ii)
Mode
iii)
Med
ian?
c)E
xpla
in t
he
mea
n, m
ode
and
med
ian.
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss o
n t
he
mode
and m
edia
n i
n d
aily
lif
e.
Is t
he
stu
den
t
able
to e
xpla
in
mea
n, m
ode
and
med
ian?
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ICS
PE
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AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
d)
Inte
rpre
t dat
a
usi
ng s
imple
stat
isti
cal
mea
sure
s.
i)T
he
teac
her
to p
rovid
e
dif
fere
nt
dat
a (p
opula
tion
agri
cult
ura
l dat
a, e
tc)
and a
ssig
n s
tuden
ts
in g
roups
to d
iscu
ss
how
to i
nte
rpre
t dat
a
usi
ng s
imple
sta
tist
ical
mea
sure
s.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o i
nte
rpre
t dat
a
usi
ng s
imple
sta
tist
ical
mea
sure
s.
Tab
le o
f dat
a fo
r
inte
rpre
tati
on.
Is t
he
stu
den
t
able
to i
nte
rpre
t
dat
a usi
ng
sim
ple
sta
tist
ical
mea
sure
s?
FORM FOUR
CLASS LEVEL COMPETENCES
The student demonstrates:
1.2.
as to plan and manage daily life activities.
3. a
4. solve them.
CLASS LEVEL OBJECTIVES
By the end of Form Four course, student should be able to:
(a). Develop an understanding of the objectives, tools, instruments and importance of research
output.
(b). Show an understanding of the major climatic types and their relationship to natural
regions.
(c). Develop an understanding of the concepts of human population and settlement, factors
for their distribution and change, relevant policies, associated problems and possible
solutions.
(d). Develop an understanding of the problems facing environment, their causes and solutions
at national and global contexts.
95
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ICS
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HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
1.0 I
NT
RO
DU
CT
ION
TO
RE
SE
AR
CH
1.1
Conce
pt
of
Res
earc
h
The
studen
t sh
ould
be
able
to:
a)E
xpla
in t
he
mea
nin
g o
f
rese
arch
.
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to b
rain
storm
the
mea
nin
g o
f re
sear
ch.
on a
pap
er.
Is t
he
studen
t
able
to e
xpla
in
the
mea
nin
g o
f
rese
arch
?
20
b)
Ass
ess
the
import
ance
of
rese
arch
in d
aily
life
.
i)U
sing t
exts
on r
esea
rch t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
up t
o r
ead a
nd d
iscu
ss
the
import
ance
of
rese
arch
in d
aily
lif
e.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
pre
sent
the
import
ance
of
sum
mar
y.
Tex
ts o
n R
esea
rch
Is t
he
studen
t
able
to a
sses
s th
e
import
ance
of
rese
arch
in d
aily
life
?
1.2
Sta
tes
of
Res
earc
h
The
studen
t sh
ould
be
able
to:
a)D
escr
ibe
rese
arch
sta
ges
in c
onduct
ing a
rese
arch
.
i)U
sing t
exts
on r
esea
rch t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to r
ead a
nd d
escr
ibe
stag
es o
f re
sear
ch.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
pre
sent
stag
es o
f re
sear
ch
(e.g
. fo
rmat
ion o
f to
pic
s,
dev
elopm
ent
of
rese
arch
tools
, pil
oti
ng t
he
rese
arch
tools
, co
llec
ting a
nd
anal
yzi
ng d
ata,
pre
senta
tion
Tex
ts o
n r
esea
rch
Is t
he
studen
t ab
le
to d
escr
ibe
stag
es
of
conduct
ing
rese
arch
?
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ICS
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CT
IVE
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AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
reco
mm
endat
ions)
and
b)
Conduct
res
earc
hi)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to c
hoose
topic
s fo
r re
sear
ch w
ithin
the
school
pre
mis
es, dis
cuss
and p
rese
nt
them
in t
he
clas
s
(eg. to
pic
on p
erfo
rman
ce,
atte
ndan
ce, dis
cipli
ne)
.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
evel
op r
esea
rch
inte
rvie
ws,
obse
rvat
ion),
dis
cuss
, pil
ot
them
and
iii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o c
onduct
sim
ple
rese
arch
(on p
roje
ct b
asis
).
iv) T
he
teac
her
to g
uid
e
the
studen
ts t
o a
nal
yze
and p
rese
nt
dat
a usi
ng
sim
ple
sta
tist
ical
met
hods
(bar
and l
ine
gra
phs)
.
v)
The
teac
her
to g
uid
e st
uden
ts
and s
um
mar
ize.
i)L
ist
of
rese
arch
topic
s.
ii)
Lis
t of
rese
arch
tools
.
Is t
he
studen
t
able
to c
onduct
rese
arch
?
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HIN
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ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)E
xpla
in t
he
use
of
rese
arch
outp
ut
and
reco
mm
endat
ions.
i)U
sing a
nsw
ers
from
the
rese
arch
conduct
ed,
the
teac
her
to g
uid
e th
e
studen
ts i
n g
roups
to
dis
cuss
and e
xpla
in t
he
use
s of
rese
arch
outp
uts
and r
ecom
men
dat
ions.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
Res
earc
h r
eport
sIs
the
studen
t
able
to e
xpla
in
use
s of
rese
arch
outp
ut
and
reco
mm
endat
ions?
2.0
CL
IMA
TE
AN
D N
AT
UR
AL
RE
GIO
NS
2.1
W
orl
d c
lim
atic
types
and t
hei
r
char
acte
rist
ics
The
studen
t sh
ould
be
able
to:-
a)D
escr
ibe
maj
or
clim
atic
types
of
the
worl
d a
nd t
hei
r
char
acte
rist
ics.
i)U
sing W
orl
d C
lim
atic
Map
s, t
he
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
and i
den
tify
maj
or
clim
atic
types
and t
hei
r
char
acte
rist
ics.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
pre
sent
the
des
crip
tion o
f
maj
or
clim
atic
types
and
thei
r ch
arac
teri
stic
s an
d
Worl
d C
lim
atic
Map
s.
Is t
he
studen
t ab
le
to d
escr
ibe
maj
or
clim
atic
types
of
the
worl
d a
nd t
hei
r
char
acte
rist
ics?
40
99
TO
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ICS
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IC
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CT
IVE
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TE
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HIN
G A
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AR
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G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Expla
in h
ow
dif
fere
nt
geo
gra
phic
al
clim
ate.
i)U
sing t
he
Vis
ual
ised
in
Par
tici
pat
ory
Pro
gra
mm
es
(VIP
P)
card
s w
ith
geo
gra
phic
al f
acto
rs, th
e
teac
her
to a
ssig
n s
tuden
ts
in g
roups
to d
iscu
ss
and i
den
tify
dif
fere
nt
geo
gra
phic
al f
acto
rs t
hat
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
clim
ate
and s
um
mar
ize.
VIP
P c
ards
wit
h
geo
gra
phic
al
fact
ors
.
Is t
he
studen
t
able
to e
xpla
in
how
dif
fere
nt
geo
gra
phic
al
clim
ate?
2.2
Nat
ura
l R
egio
ns
of
the
Worl
d
The
studen
t sh
ould
be
able
to:
a)Id
enti
fy d
iffe
rent
types
of
nat
ura
l
regio
ns.
b)
Dra
w a
worl
d m
ap
show
ing d
iffe
rent
nat
ura
l re
gio
ns.
i)U
sing a
glo
be
or
worl
d m
aps,
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to u
se g
uid
ing
iden
tify
the
worl
d n
atura
l
regio
ns.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
the
dif
fere
nt
types
of
nat
ura
l
iii)
The
teac
her
to g
uid
e
indiv
idual
stu
den
ts t
o d
raw
a w
orl
d m
ap a
nd s
how
dif
fere
nt
worl
d n
atura
l
regio
ns.
i)G
lobe,
guid
ing
ii)
Worl
d m
aps
Is t
he
stu
den
t ab
le
to:
i). Id
enti
fy
dif
fere
nt
types
of
nat
ura
l re
gio
ns?
ii).
Dra
w a
worl
d
map
and s
how
dif
fere
nt
nat
ura
l
regio
ns?
100
TO
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ICS
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IC
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CT
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G A
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)E
xpla
in t
he
rela
tionsh
ip
bet
wee
n h
um
an
acti
vit
ies
and
clim
ate.
i)U
sing p
ictu
res
and
photo
gra
phs
show
ing
hum
an a
ctiv
itie
s th
e te
acher
to g
uid
e st
uden
ts i
n g
roups
to i
den
tify
dif
fere
nt
hum
an
acti
vit
ies.
ii)
Usi
ng e
mpty
VIP
P c
ares
the
teac
her
to g
uid
e ea
ch g
roup
to d
iscu
ss a
nd r
elat
e hum
an
acti
vit
ies
wit
h c
lim
ate.
iii)
The
teac
her
to g
uid
e
each
gro
up t
o d
iscu
ss a
nd
pre
sent
the
rela
tionsh
ip
bet
wee
n h
um
an a
ctiv
itie
s
sum
mar
y.
i)P
ictu
res
and
photo
gra
phs
show
ing
dif
fere
nt
hum
an
acti
vit
ies.
ii)
VIP
P c
ards
Is t
he
studen
t
able
to e
xpla
in
the
rela
tionsh
ip
bet
wee
n h
um
an
acti
vit
ies
and
clim
ate?
d)
Pro
pose
way
s of
solv
ing c
lim
atic
pro
ble
ms.
i)
the
teac
her
to o
rgan
ize
a ple
nar
y d
iscu
ssio
n f
or
studen
ts t
o p
ropose
way
s of
solv
ing c
lim
atic
pro
ble
ms
in
Tan
zania
.
ii)
The
teac
her
to g
uid
e th
e
studen
ts t
o s
um
mar
ize
the
way
s of
solv
ing c
lim
atic
pro
ble
ms.
on a
pap
er.
Is t
he
studen
t ab
le
to p
ropose
way
s
of
solv
ing c
lim
atic
pro
ble
ms?
101
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ICS
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CT
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G A
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AR
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TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
3.0
HU
MA
N
PO
PU
LA
TIO
N
3.1
Conce
pt
of
popula
tion
The
studen
t sh
ould
be
able
to:-
popula
tion.
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to b
rain
storm
the
mea
nin
g o
f popula
tion.
Pre
-par
ed
pap
er
Is t
he
studen
t ab
le
popula
tion?
30
b)
Des
crib
e
char
acte
rist
ics
of
hum
an p
opula
tion.
i)U
sing p
opula
tion c
har
ts
and g
raphs,
tea
cher
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd e
xpla
in t
he
char
acte
rist
ics
of
hum
an
popula
tion f
ocu
sing o
n s
ize,
stru
cture
, co
mposi
tion, se
x
rati
o a
nd d
epen
den
cy r
atio
.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
the
char
acte
rist
ics
of
hum
an
sum
mar
y.
Popula
tion
char
ts a
nd
gra
phs.
Is t
he
studen
t
able
to d
escr
ibe
char
acte
rist
ics
of
hum
an p
opula
tion?
c)E
xpla
in t
he
import
ance
of
studyin
g
popula
tion
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss t
he
import
ance
of
studyin
g
popula
tion.
ii)
The
teac
her
to g
uid
e
a su
mm
ary.
Is t
he
studen
t
able
to e
xpla
in
the
import
ance
of
studyin
g
popula
tion?
102
TO
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ICS
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IC
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CT
IVE
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TE
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HIN
G A
ND
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
3.2
Popula
tion
dis
trib
uti
on
The
studen
t sh
ould
be
able
to d
escr
ibe
fact
ors
gover
nin
g
hum
an p
opula
tion
dis
trib
uti
on.
teac
her
to g
uid
e st
uden
ts
in g
roups
to r
ead w
ritt
en
docu
men
ts a
nd d
iscu
ss
fact
ors
gover
nm
ent
hum
an
popula
tion d
istr
ibuti
on.
ii)
The
teac
her
to g
uid
e ea
ch
sum
mar
y.
i)W
ritt
en
docu
men
ts o
n
popula
tion
ii)
Guid
ing
Is t
he
studen
t ab
le
to d
escr
ibe
fact
ors
gover
nm
ent hum
an
popula
tion?
3.3
Popula
tion c
han
ge
The
studen
t sh
ould
be
able
to:
chan
ge
The
teac
her
to g
uid
e st
uden
ts
to b
rain
storm
the
mea
nin
g o
f
popula
tion c
han
ge.
Is t
he
studen
t
popula
tion
chan
ge?
b)
Expla
in f
acto
rs
popula
tion c
han
ge.
i)U
sing i
nfo
rmat
ion/d
ata
on
bir
th r
ate,
dea
th r
ate
and
mig
rati
on, th
e te
acher
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd e
xpla
in t
he
popula
tion c
han
ge.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss p
rese
nt
Dat
a/in
form
atio
n
on b
irth
rat
e, d
eath
rate
and m
igra
tion.
Is t
he
studen
t ab
le
to e
xpla
in f
acto
rs
popula
tion
chan
ge?
103
TO
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OP
ICS
PE
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)A
nal
yse
the
effe
cts
of
popula
tion
chan
ge
to a
n
indiv
idual
and a
nat
ion
the
teac
her
to a
ssig
n t
he
studen
ts i
n g
roups
to
read
tex
ts o
n p
opula
tion
to s
earc
h f
or
and d
iscu
ss
the
effe
cts
of
popula
tion
chan
ge
to a
n i
ndiv
idual
and
a nat
ion.
ii)
The
teac
her
to g
uid
e ea
ch
and s
um
mar
y.
i)T
exts
on
popula
tion
ii)
Guid
ing
pap
er.
Is t
he
studen
t ab
le
to a
nal
yze
eff
ects
of
popula
tion
chan
ge
to a
n
indiv
idual
and a
nat
ion?
3.4
Popula
tion d
ata
The
studen
t sh
ould
be
able
to:
a)E
xpla
in t
he
sourc
es o
f
popula
tion d
ata.
i)U
sing t
exts
on p
opula
tion t
he
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to r
ead a
nd i
den
tify
sourc
es o
f popula
tion d
ata.
ii)
Usi
ng d
iffe
rent
popula
tion
dat
a, t
he
teac
her
go
popula
tion d
ata.
i)P
opula
tion d
ata
ii)
Tex
ts o
n
popula
tion
Is t
he
studen
t ab
le
to e
xpla
in s
ourc
es
of
popula
tion d
ata?
b)
Inte
rpre
t
popula
tion d
ata
i)U
sing p
opula
tion c
ensu
s dat
a
the
teac
her
to d
emonst
rate
how
to i
nte
rpre
t popula
tion
dat
a.
ii)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
inte
rpre
t popula
tion d
ata.
Popula
tion c
ensu
s
dat
a
Is t
he
studen
t
able
to i
nte
rpre
t
popula
tion d
ata?
104
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ICS
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IC
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CT
IVE
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TE
AC
HIN
G A
ND
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AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c)E
xpla
in t
he
use
s of
popula
tion d
ata
i)U
sing t
he
info
rmat
ion f
rom
dat
a pre
senta
tion, th
e
teac
her
to g
uid
e st
uden
ts
to d
iscu
ss i
n g
roups
and p
rese
nt
how
to u
se
info
rmat
ion t
o s
olv
e
pro
ble
ms.
ii)
The
teac
her
to g
uid
e
studen
ts t
o c
lari
fy t
he
use
s
of
popula
tion d
ata.
Info
rmat
ion f
rom
dat
a pre
senta
tion
Is t
he
studen
t ab
le
to e
xpla
in t
he
use
of
dif
fere
nt
popula
tion d
ata?
3.5
Popula
tion p
roble
ms
The
studen
t sh
ould
be
able
to:
a)A
nal
yse
popula
tion
pro
ble
ms.
teac
her
to g
uid
e st
uden
ts i
n
popula
tion p
roble
ms.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
popula
tion p
roble
ms
and
Is t
he
studen
t
able
to a
nal
yse
popula
tion
pro
ble
ms?
b)
Anal
yse
the
effe
cts
of
popula
tion c
han
ge
on e
conom
ic
gro
wth
, la
bour,
hum
an n
eeds
and
inves
tmen
t, a
nd
sugges
t poss
ible
solu
tions.
i)U
sing w
ritt
en d
ocu
men
ts
the
teac
her
to g
uid
e th
e
studen
ts t
o r
ead t
he
effe
cts
of
popula
tion c
han
ge
on
econom
ic g
row
th, la
bour,
hum
an n
eeds
and i
nves
tmen
t
and s
ugges
t poss
ible
solu
tions.
i)W
ritt
en
docu
men
ts
ii)
Fli
p c
har
ts
iii)
Man
ila
card
s
Is t
he
stu
den
t ab
le
to:
i)A
nal
yse
the
effe
cts
of
popula
tion c
han
ge
on e
conom
ic
105
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ICS
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IC
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CT
IVE
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TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
the
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
a giv
en f
acto
r/si
tuat
ion
affe
cted
by p
opula
tion
iii)
Tea
cher
to g
uid
e st
uden
ts i
n
ple
nar
y d
iscu
ssio
n t
o s
ugges
t
solu
tions
to p
opula
tion
pro
ble
ms.
gro
wth
, la
bour,
hum
an n
eeds
and
inves
tmen
t?
ii)
Sugges
t
poss
ible
solu
tions
to p
opula
tion
pro
ble
ms?
3.6
Popula
tion p
oli
cya)
Expla
in t
he
mea
nin
g o
f
popula
tion p
oli
cy.
teac
her
to g
uid
e st
uden
ts i
n
gro
ups
to d
iscu
ss a
nd e
xpla
in
the
mea
nin
g o
f popula
tion
policy
.
Is t
he
stu
den
t
able
to e
xpla
in
the
mea
nin
g o
f
popula
tion p
oli
cy
b)
Com
par
e
the
nat
ional
popula
tion p
oli
cy
on f
amil
y p
lannin
g
stra
tegie
s in
Tan
zania
to t
he
popula
tion p
oli
cies
in o
ther
countr
ies.
i)T
he
teac
her
to g
uid
e st
uden
ts
in g
roups
to r
ead w
ritt
en
texts
/lit
erat
ure
on p
opula
tion
poli
cy a
bout
fam
ily p
lannin
g
in N
iger
ia, ch
ina,
Ger
man
and T
anza
nia
or
any o
ther
hig
hly
popula
ted c
ountr
y.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, co
mpar
e
and c
ontr
ast
the
popula
tion
poli
cies
bet
wee
n t
he
said
countr
ies
and T
anza
nia
.
Wri
tten
Tex
ts o
n
fam
ily p
lannin
g.
Is t
he
studen
t
able
to c
om
par
e
popula
tion p
oli
cy
on f
amil
y p
lannin
g
stra
tegie
s in
Tan
zania
wit
h t
he
popula
tion p
oli
cies
in o
ther
countr
ies?
106
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
iii)
T
he
teac
her
to g
uid
e
studen
ts i
n g
roups
to
sum
mar
ize
the
stra
tegie
s
use
d t
o c
ontr
ol
popula
tion
sum
mar
y.
4. 0 S
ET
TL
EM
EN
TS
4.1
Conce
pts
of
sett
lem
ent
The
studen
t sh
ould
be
able
to:
teac
her
to g
uid
e st
uden
ts
to e
xpla
in t
he
mea
nin
g o
f
sett
lem
ent.
ii)
Usi
ng m
aps
show
ing
sett
lem
ents
, th
e te
acher
to
sett
lem
ent.
i) M
aps
show
ing
sett
lem
ent
pat
tern
s.
ii)
Guid
ing
pap
er
Is t
he
studen
t
sett
lem
ent?
16
b)
Expla
in c
ateg
ori
es,
types
and
char
acte
rist
ics
of
sett
lem
ents
i) U
sing m
ap e
xtr
acts
,
dia
gra
ms
and p
hoto
gra
phs,
the
teac
her
go g
uid
e st
uden
ts
in g
roups
to d
iscu
ss a
nd
expla
in c
ateg
ori
es, ty
pes
and
char
acte
rist
ics
of
sett
lem
ents
.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
the
cate
tori
es, ty
pes
and
char
acte
rist
ics
of
sett
lem
ents
i) M
ap e
xtr
acts
,
dia
gra
ms
and
photo
gra
phs.
Is t
he
stu
den
t ab
le
to e
xpla
in:
cate
gori
es o
f
sett
lem
ents
?
types
of
sett
lem
ents
?
char
acte
rist
ics
of
sett
lem
ents
?
107
TO
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/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c) E
xpla
in t
he
funct
ions
of
sett
lem
ents
and
thei
r im
port
ance
.
i) U
sing m
ap e
xtr
acts
dia
gra
ms
and p
hoto
gra
phs
the
teac
her
to g
uid
e th
e st
uden
ts i
n
gro
ups
to d
iscu
ss t
he
funct
ions
of
sett
lem
ents
(agri
cult
ura
l co
llec
ting
cente
rs, co
mm
unic
atio
n
adm
inis
trat
ive
cente
rs,
min
ing c
ente
rs, port
import
ance
.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
the
funct
ions
and i
mport
ance
sum
mar
y.
i) M
aps
show
ing
the
funct
ions
of
sett
lem
ent.
ii)
Map
extr
acts
dia
gra
ms
and
photo
gra
phs.
Is t
he
stu
den
t ab
le
to e
xpla
in:
i) T
he
funct
ions
of
sett
lem
ents
?
ii)
The
import
ance
of
sett
lem
ents
?
4.2
Gro
wth
of
sett
lem
ents
.
The
studen
t sh
ould
be
able
to:
a) A
nal
yse
fac
tors
whic
h l
ead
to g
row
th o
f
sett
lem
ents
.
i) U
sing w
ritt
en d
ocu
men
ts
on s
ettl
emen
ts, th
e te
acher
to g
uid
e st
uden
ts i
n g
roups
to d
iscu
ss t
he
fact
ors
whic
h l
ead t
o g
row
th o
f
sett
lem
ents
.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss, pre
sent
and
Wri
tten
docu
men
ts
on s
ettl
emen
ts.
Is t
he
studen
t
able
to a
nal
yse
fact
ors
whic
h
lead
to g
row
th o
f
sett
lem
ents
?
108
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ICS
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IC
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CT
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AC
HIN
G A
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LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Ass
ess
soci
al
and e
conom
ic
pro
ble
ms
asso
ciat
ed w
ith
urb
an g
row
th.
i) U
sing w
ritt
en d
ocu
men
ts t
he
teac
her
to g
uid
e st
uden
ts
in g
roups
to s
earc
h f
or
info
rmat
ion o
n s
oci
al
and e
conom
ic p
roble
ms
asso
ciat
ed w
ith u
rban
gro
wth
.
ii)
The
teac
her
to g
uid
e
each
gro
up i
n p
lenar
y f
or
dis
cuss
ion, pre
senta
tion a
nd
Tex
ts o
n p
roble
m
of
urb
an g
row
th
Is t
he
studen
t ab
le
to a
sses
s th
e so
cial
and e
conom
ic
pro
ble
ms
asso
ciat
ed w
ith
urb
an g
row
th?
c) S
ugges
t w
ays
of
solv
ing e
xis
ting
pro
ble
ms
rela
ted
to u
rban
gro
wth
.
i) T
he
teac
her
to g
uid
e
studen
ts i
n g
roups
to
dis
cuss
and s
ugges
t w
ays
of
solv
ing e
xis
ting p
roble
ms,
dra
win
g e
xper
ience
s fr
om
rura
l se
ttle
men
ts a
nd
urb
an s
ettl
emen
ts s
uch
as J
ohan
nes
burg
, L
agos,
Sal
aam
.
ii)
The
teac
her
to g
uid
e
studen
ts i
n p
lenar
y a
nd
sum
mar
ize.
i) M
aps
show
ing
dif
fere
nt
tow
ns
ii)
Lis
t of
urb
an
pro
ble
ms
Is t
he
studen
t ab
le
to s
ugges
t w
ays
of
solv
ing e
xis
ting
pro
ble
ms
rela
ted t
o
urb
an g
row
th?
109
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ICS
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
5. 0
EN
VIR
ON
ME
NT
AL
ISS
UE
S A
ND
MA
NA
GE
ME
NT
5.1
The
conce
pt
of
envir
onm
ent.
(a)
The
studen
t
should
be
able
to e
xpla
in t
he
mea
nin
g o
f
envir
onm
ent
i)
The
teac
her
to g
uid
e
studen
ts i
n g
roups
to
read
dif
fere
nt
texts
on
envir
onm
ent
and d
iscu
ss t
he
mea
nin
g o
f en
vir
onm
ent.
ii)
The
teac
her
to g
uid
e
studen
ts t
o s
um
mar
ize
the
mea
nin
g o
f en
vir
onm
ent.
Tex
ts o
n
envir
onm
ent
Is t
he
studen
t
able
to e
xpla
in
the
mea
nin
g o
f
envir
onm
ent?
50
5.2
Im
port
ance
of
env
ironm
ent
The
studen
t sh
ould
be
able
to e
xpla
in
the
import
ance
of
envir
onm
ent.
i)
Cit
ing r
eal
exam
ple
s fr
om
the
envir
onm
ent,
the
teac
her
to g
uid
e st
uden
ts i
n g
roups
to d
iscu
ss t
he
import
ance
of
envir
onm
ent.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd
pre
sent
the
import
ance
of
sum
mar
y.
Rea
l ex
ample
s
from
envir
onm
ent
Is
the
studen
t
able
to e
xpla
in
the
import
ance
of
envir
onm
ent?
5.3
Envir
onm
enta
l
pro
ble
ms
The
studen
t sh
ould
be
able
to:
a) I
den
tify
envir
onm
enta
l
pro
ble
ms.
i) U
sing t
he
actu
al
envir
onm
ent,
photo
gra
phs
and p
ictu
res
the
teac
her
to
guid
e st
uden
ts t
o d
iscu
ss
in g
roups
and i
den
tify
the
envir
onm
enta
l pro
ble
ms.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
the
envir
onm
enta
l pro
ble
ms
i) A
ctual
envir
onm
ent
ii)
Photo
gra
phs
iii)
P
ictu
res
Are
stu
den
ts
able
to i
den
tify
envir
onm
enta
l
pro
ble
ms?
110
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
b)
Anal
yse
the
cause
s, e
xte
nt
and
effe
cts
of
the
loss
of
bio
div
ersi
ty.
i) U
sing w
ritt
en t
exts
on
envir
onm
ent
the
teac
her
to
guid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd e
xpla
in t
he
mea
nin
g o
f bio
-div
ersi
ty
and l
oss
of
bio
-div
ersi
ty.
the
teac
her
to g
uid
e ea
ch
gro
up t
o u
se p
ictu
res
and
photo
gra
phs
to d
iscu
ss
and a
nal
yze
the
cause
s,
exte
nt
and e
ffec
ts o
f lo
ss o
f
bio
-div
ersi
ty i
n p
lants
and
anim
als
in t
he
ecosy
stem
.
Wri
tten
tex
ts o
nIs
the
stu
den
t ab
le
to:
i). ex
pla
in t
he
mea
nin
g o
f bio
-
div
ersi
ty a
nd l
oss
of
bio
-div
ersi
ty?
ii).
anal
yse
the
cause
s, e
xte
nt
and
effe
cts
of
loss
of
bio
-div
ersi
ty?
iii)
T
he
teac
her
to g
uid
e
each
gro
up t
o d
iscu
ss
and p
rese
nt
the
mea
nin
g,
cause
s, e
xte
nt
and e
ffec
ts
of
loss
of
bio
-div
ersi
ty a
nd
c) A
nal
yse
the
cause
s, e
xte
nt
and
effe
cts
of
poll
uti
on
and w
aste
mis
man
agem
ent.
i)
answ
ers,
the
teac
her
to
guid
e st
uden
ts t
o b
rain
storm
on t
he
mea
nin
g o
f poll
uti
on
and w
aste
mis
man
agem
ent.
i) D
um
pin
g s
ite
ii)
Pic
ture
s
iii)
P
hoto
gra
phs
Is t
he
stu
den
t ab
le
to:
expla
in t
he
mea
nin
g o
f
poll
uti
on a
nd
was
te
111
TO
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B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
The
teac
her
to o
rgan
ize
a tr
ip t
o a
dum
pin
g
site
or
use
pic
ture
s an
d
photo
gra
phs
show
ing
was
te m
ism
anag
emen
t fo
r
the
studen
ts t
o o
bse
rve
the
cause
s an
d e
ffec
t
of
poll
uti
on a
nd w
aste
mis
man
agem
ent.
iii)
teac
her
to g
uid
e st
uden
ts
in g
roups
to d
iscu
ss a
nd
mis
man
agem
ent?
anal
yse
the
cause
,
exte
nt
and e
ffec
ts
of
poll
uti
on
and w
aste
mis
man
agem
ent?
d)
Expla
in t
he
cause
s,
exte
nt,
eff
ects
of
fast
rat
e of
popula
tion a
nd
urb
an g
row
th o
n
envir
onm
ent.
112
TO
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B-T
OP
ICS
PE
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IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
e) E
xam
ine
cause
s,
exte
nt
and i
mpac
ts
i)
the
teac
her
to g
uid
e st
uden
ts
in g
roups
to b
rain
storm
the
ii)
Usi
ng p
hoto
gra
phs
of
clea
red a
reas
/liv
e ex
ample
s/
vid
eo t
he
teac
her
to g
uid
e
each
gro
up t
o d
iscu
ss t
he
cause
s, e
xte
nt
and i
mpac
t
envir
onm
ent.
iii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd p
rese
nt
the
mea
nin
g, ca
use
s, e
xte
nt
sum
mar
y.
i) P
hoto
gra
phs
of
clea
red a
reas
ii)
Vid
eo
iii)
L
ist
of
Is t
he
stu
den
t ab
le
to:
exam
ine
the
cause
s
on e
nvir
onm
ent?
exam
ine
the
exte
nt
and i
mpac
ts
f) E
xpla
in t
he
impac
t
of
pover
ty o
n
envir
onm
ent
i)
teac
her
to g
uid
e st
uden
ts
in g
roups
to r
ead t
exts
on
envir
onm
ent
to e
xpla
in
the
mea
nin
g a
nd d
iscu
ss
the
impac
t of
pover
ty o
n
envir
onm
ent.
Tex
ts o
n
envir
onm
ent
Is t
he
stu
den
t ab
le
to e
xpla
in
i) t
he
mea
nin
g o
f
pover
ty?
ii)
the
impac
t
of
pover
ty o
n
envir
onm
ent?
113
TO
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B-T
OP
ICS
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CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
ii)
The
teac
her
to g
uid
e
studen
ts t
o d
ebat
e on
the
impac
t of
pover
ty o
n
envir
onm
ent.
iii)
The
teac
her
to c
lari
fy
the
impac
t of
pover
ty o
n
envir
onm
ent
and g
uid
e
studen
ts t
o s
um
mar
ize.
g)
Anal
yse
cau
ses
of
glo
bal
cli
mat
ic
chan
ge
on
envir
onm
ent.
i)
The
teac
her
to i
nvit
e a
on e
nvir
onm
enta
l is
sues
to e
xpla
in t
he
cause
s an
d
clim
atic
chan
ge
on t
he
envir
onm
ent.
ii)
the
teac
her
to g
uid
e
studen
ts t
o d
iscu
ss i
n
gro
ups
the
mea
nin
g, ca
use
s
glo
bal
cli
mat
ic c
han
ge
on
sum
mar
y.
Res
ourc
e per
son
Is t
he
stu
den
t ab
le
to:
Expla
in t
he
mea
nin
g o
f glo
bal
clim
atic
chan
ge?
Anal
yse
the
cause
s of
glo
bal
clim
atic
chan
ge
on
envir
onm
ent?
Anal
yse
the
glo
bal
cli
mat
ic
chan
ge
on t
he
envir
onm
ent?
114
TO
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/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
5.4
E
nvir
onm
enta
l
conse
rvat
ion
The
studen
t sh
ould
be
able
to:
envir
onm
enta
l
conse
rvat
ion.
i)
The
teac
her
to g
uid
e th
e
studen
ts t
o b
rain
storm
in
gro
ups
the
mea
nin
g o
f
envir
onm
enta
l co
nse
rvat
ion.
ii)
Usi
ng d
iffe
rent
photo
gra
phs
and p
ictu
res
show
ing
conse
rvat
ion p
ract
ices
e.g
.
recl
amat
ion o
f la
nd, tr
ee
pla
nti
ng, th
e te
acher
to
guid
e st
uden
ts t
o c
lari
ty t
he
conse
rvat
ion.
Photo
gra
phs
show
ing r
ecla
imed
area
s.
Is t
he
studen
t
envir
onm
enta
l
conse
rvat
ion?
b)
Anal
yse
var
ious
way
s
of
conse
rvin
g
envir
onm
ent.
i)
Usi
ng w
ritt
en d
ocu
men
ts
on l
and r
ecla
mat
ion a
nd
photo
gra
phs
show
ing
recl
aim
ed a
reas
, th
e te
acher
to g
uid
e st
uden
ts i
n g
roups
to d
iscu
ss a
nd e
xpla
in t
he
envir
onm
ent
conse
rvat
ion.
ii)
The
teac
her
to g
uid
e ea
ch
gro
up t
o d
iscu
ss a
nd a
nal
yse
var
ious
way
s of
conse
rvin
g
sum
mar
y.
i) P
hoto
gra
phs
show
ing
recl
aim
ed a
reas
.
ii)
Wri
tten
docu
men
ts.
Is t
he
studen
t
able
to a
nal
yse
var
ious
way
s of
envir
onm
enta
l
conse
rvat
ion?
115
TO
PIC
/SU
B-T
OP
ICS
PE
CIF
IC
OB
JE
CT
IVE
S
TE
AC
HIN
G A
ND
LE
AR
NIN
G S
TR
AT
EG
IES
TE
AC
HIN
G
AN
D L
EA
RN
ING
RE
SO
UR
CE
S
AS
SE
SS
ME
NT
NU
MB
ER
OF
PE
RIO
DS
c) P
ract
ice
envir
onm
enta
l
conse
rvat
ion a
nd
man
agem
ent
at
school
level
.
i)
Usi
ng d
iffe
rent
way
s/
the
envir
onm
ent
the
teac
her
to g
uid
e st
uden
ts i
n g
roups
to p
ract
ice
envir
onm
enta
l
conse
rvat
ion b
y p
lanti
ng
coll
ecti
ng g
arbag
e an
d
clea
nin
g t
he
school
com
pound.
ii)
i) G
rass
es
ii)
See
dli
ngs
iii)
D
ust
bin
s
iv)
Bro
om
s
Is t
he
studen
t
able
to p
ract
ice
envir
onm
enta
l
conse
rvat
ion a
nd
man
agem
ent
at
school
level
?
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