If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
STATISTICAL METHODS OF PRESENTING DATA
|
Age- sex pyramids.
|
By the end of the
lesson, the learner
should be able to:
Define the term cohort. Recall steps for constructing an age-sex pyramid. |
Q/A: review previously studied statistical methods of presenting data. Examine population census results of age and sex. Teacher explains construction of an age-sex pyramid. |
Census results. |
KLB BOOK IV Pg 1-2 |
|
| 1 | 3 |
STATISTICAL METHODS OF PRESENTING DATA
|
Age- sex pyramids.
|
By the end of the
lesson, the learner
should be able to:
Construct an age-sex pyramid. |
Supervised practice;
Written exercise. |
Tabulated data.
|
KLB BOOK IV Pg 2-3
|
|
| 1 | 4 |
STATISTICAL METHODS OF PRESENTING DATA
|
Analysis and interpretation of age-sex pyramids.
Advantages and disadvantages of age-sex pyramids
|
By the end of the
lesson, the learner
should be able to:
Analyse and interpret age-sex pyramids. State advantages and disadvantages of presenting data in form of age- sex pyramids. |
|
Charts ? types of age- sex pyramids.
|
KLB BOOK IV Pg 2-3
|
|
| 1 | 5 |
STATISTICAL METHODS OF PRESENTING DATA
|
Analysis and interpretation of age-sex pyramids.
Advantages and disadvantages of age-sex pyramids
|
By the end of the
lesson, the learner
should be able to:
Analyse and interpret age-sex pyramids. State advantages and disadvantages of presenting data in form of age- sex pyramids. |
|
Charts ? types of age- sex pyramids.
|
KLB BOOK IV Pg 2-3
|
|
| 2 | 1 |
STATISTICAL METHODS OF PRESENTING DATA
|
Dot maps/ Distribution maps.
|
By the end of the
lesson, the learner
should be able to:
Explain factors taken into consideration when constructing a dot map. |
Expository approach:
Teacher explains significance of dot value, dot size and dot location. Simple calculations. |
|
KLB BOOK IV Pg 3-4
|
|
| 2 | 2 |
STATISTICAL METHODS OF PRESENTING DATA
|
Constructing dot maps.
|
By the end of the
lesson, the learner
should be able to:
Construct dot maps. |
Exposition of steps for constructing dot maps.
Practical activity- making dot maps. Supervised practice. |
Calculators, tabulated data.
|
KLB BOOK IV Pg 4-5
|
|
| 2 | 3 |
STATISTICAL METHODS OF PRESENTING DATA
|
Constructing dot maps.
|
By the end of the
lesson, the learner
should be able to:
Construct dot maps. |
Exposition of steps for constructing dot maps.
Practical activity- making dot maps. Supervised practice. |
Calculators, tabulated data.
|
KLB BOOK IV Pg 4-5
|
|
| 2 | 4 |
STATISTICAL METHODS OF PRESENTING DATA
|
Advantages & disadvantages of dot maps.
Choropleth maps. |
By the end of the
lesson, the learner
should be able to:
State advantages & limitations of dot maps. Draw a choropleth map. |
Review previous assignment.
Brief discussion on construction of dot maps. Assignment. Teacher exposes and explains new concepts related to choropleth maps. Written exercise. |
|
KLB BOOK IV Pg 5
|
|
| 2 | 5 |
STATISTICAL METHODS OF PRESENTING DATA
|
Advantages & disadvantages of choropleth maps.
|
By the end of the
lesson, the learner
should be able to:
State advantages & disadvantages of chloropleth maps. |
Probing questions;
Brief discussion. |
|
KLB BOOK IV Pg 7
|
|
| 3 | 1 |
LAND RECLAMATION
|
Introduction.
Irrigation schemes in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Define the terms land reclamation and land rehabilitation. Identify various irrigation schemes in Kenya. |
Probing questions related less useful land; Brief discussion. |
map
|
KLB BOOK IV Pg 9-10
|
|
| 3 | 2 |
LAND RECLAMATION
|
Mwea-Tebere irrigation scheme.
|
By the end of the
lesson, the learner
should be able to:
State factors influencing location of the scheme. Describe establishment of the scheme. |
Probing questions;
Detailed discussion on case study. |
map
|
KLB BOOK IV Pg 10-11
|
|
| 3 | 3 |
LAND RECLAMATION
|
Perkerra irrigation scheme.
|
By the end of the
lesson, the learner
should be able to:
State factors influencing location of the scheme. Describe establishment of the scheme. |
Probing questions;
Detailed discussion on case study. |
map
|
KLB BOOK IV Pg 11-12
|
|
| 3 | 4 |
LAND RECLAMATION
|
Significance of irrigation farming in Kenya.
Problems associated with irrigation farming in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Outline significance of irrigation farming in Kenya. Outline the problems associated with irrigation farming in Kenya. |
Q/A & brief discussion.
Brain storming; Q/A & brief discussion. |
map
|
KLB BOOK IV Pg 12-13
|
|
| 3 | 5 |
LAND RECLAMATION
|
Significance of irrigation farming in Kenya.
Problems associated with irrigation farming in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Outline significance of irrigation farming in Kenya. Outline the problems associated with irrigation farming in Kenya. |
Q/A & brief discussion.
Brain storming; Q/A & brief discussion. |
map
|
KLB BOOK IV Pg 12-13
|
|
| 4 | 1 |
LAND RECLAMATION
|
Methods of land reclamation.
Irrigation.
|
By the end of the
lesson, the learner
should be able to:
Outline types of irrigation. |
Exposition of new concepts;
Brief discussion. |
Map
|
KLB BOOK IV Pg 14-15
|
|
| 4 | 2 |
LAND RECLAMATION
|
Drainage of swamps & pest control.
|
By the end of the
lesson, the learner
should be able to:
Describe drainage of swamps, control of floods & pest control as methods of land reclamation. |
Detailed discussion with probing questions.
|
|
KLB BOOK IV Pg 13,15
|
|
| 4 | 3 |
LAND RECLAMATION
|
Other methods of land reclamation.
|
By the end of the
lesson, the learner
should be able to:
Explain other methods of land reclamation. |
Exposition of new concepts;
Probing questions; Brief discussion. |
map
|
KLB BOOK IV Pg 16-18
|
|
| 4 | 4 |
LAND RECLAMATION
|
Land reclamation in the Netherlands.
|
By the end of the
lesson, the learner
should be able to:
Highlight features of Delta Plan project. State the benefits of the Delta Plan project. |
Expository approach & case studies on Delta Plan project.
Brief discussion on benefits of the project; Topic review questions. |
|
KLB BOOK IV Pg 20-21
|
|
| 4 | 5 |
LAND RECLAMATION
|
Land reclamation in the Netherlands.
|
By the end of the
lesson, the learner
should be able to:
Highlight features of Delta Plan project. State the benefits of the Delta Plan project. |
Expository approach & case studies on Delta Plan project.
Brief discussion on benefits of the project; Topic review questions. |
|
KLB BOOK IV Pg 20-21
|
|
| 5 | 1 |
WILDLIFE AND TOURISM
|
Distribution of wildlife in East Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain the factors influencing distribution of wildlife in East Africa. |
Detailed discussion. Q/A and brief discussion. |
Map: distribution of major game parks in East Africa. |
KLB BOOK IV
Pg 50-52 |
|
| 5 | 2 |
WILDLIFE AND TOURISM
|
Game Parks in East Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify major national parks, national reserves and game sanctuaries in East Africa. |
Locating Game Parks in East Africa on the map;
Discuss distribution of the Game Parks. |
Map
|
KLB BOOK IV
Pg 52-53 |
|
| 5 | 3 |
WILDLIFE AND TOURISM
|
Significance and problems facing Wildlife in East Africa.
|
By the end of the
lesson, the learner
should be able to:
Outline the significance of wildlife in East Africa. Outline problems facing wildlife in East Africa. Suggest possible solutions to the problems. |
Oral questions;
Explanations and open discussion. |
Map
|
KLB BOOK IV
Pg 54-57 |
|
| 5 | 4 |
WILDLIFE AND TOURISM
|
Management and conservation of wildlife in East Africa.
|
By the end of the
lesson, the learner
should be able to:
Highlight some of the measures being taken to conserve wildlife in East Africa. |
Probing questions & discussion.
|
Newspaper cuttings.
|
KLB BOOK IV
Pg 57-59 |
|
| 5 | 5 |
WILDLIFE AND TOURISM
|
Tourism:
Introduction.
Factors of tourism in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Define the terms tourism, eco-tourism, domestic tourism and international tourism. Explain factors influencing tourism in Kenya. |
Probing questions;
Exposition of new terms. Detailed discussion. |
|
KLB BOOK IV
Pg 59-64 |
|
| 6 | 1 |
WILDLIFE AND TOURISM
|
Tourist attractions in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify tourist attractions in Kenya. |
Give specific examples of tourist attractions.
|
|
KLB BOOK IV
Pg 64-69 |
|
| 6 | 2 |
WILDLIFE AND TOURISM
|
Significance of tourism.
Problems associated with tourism.
|
By the end of the
lesson, the learner
should be able to:
Outline benefits of tourism to Kenya. Identify problems associated with tourism. |
Give specific examples of tourism benefits.
Give specific examples of problems associated with tourism. |
Newspaper extracts.
|
KLB BOOK IV
Pg 69-73 |
|
| 6 | 3 |
WILDLIFE AND TOURISM
|
Significance of tourism.
Problems associated with tourism.
|
By the end of the
lesson, the learner
should be able to:
Outline benefits of tourism to Kenya. Identify problems associated with tourism. |
Give specific examples of tourism benefits.
Give specific examples of problems associated with tourism. |
Newspaper extracts.
|
KLB BOOK IV
Pg 69-73 |
|
| 6 | 4 |
WILDLIFE AND TOURISM
|
Tourism in Switzerland.
|
By the end of the
lesson, the learner
should be able to:
Account for development of tourism industry in Switzerland. |
Superficial case study.
|
Map: location of Switzerland.
|
KLB BOOK IV
Pg 71 |
|
| 6 | 5 |
ENERGY
|
Renewable sources of energy.
|
By the end of the
lesson, the learner
should be able to:
Identify renewable sources of energy. |
Probing questions; Brief discussion. |
|
KLB BOOK IV
Pg 75-80 |
|
| 7 | 1 |
ENERGY
|
Non- renewable sources of energy
|
By the end of the
lesson, the learner
should be able to:
Identify non- renewable sources of energy. |
Brain storming;
Brief discussion. |
|
KLB BOOK IV
Pg 80-82 |
|
| 7 |
Mid-term exams |
|||||||
| 8 |
Mid term break |
|||||||
| 9 | 1 |
ENERGY
|
H.E.P. stations & geothermal stations in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Describe establishment and development of H.E.P. & geothermal stations in Kenya. |
Brain storming;
Brief discussion. |
Map: HEP stations in Kenya.
|
KLB BOOK IV
Pg 83-85 |
|
| 9 | 2 |
ENERGY
|
H.E.P. stations & geothermal stations in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Describe establishment and development of H.E.P. & geothermal stations in Kenya. |
Brain storming;
Brief discussion. |
Map: HEP stations in Kenya.
|
KLB BOOK IV
Pg 83-85 |
|
| 9 | 3 |
ENERGY
|
H.E.P. stations in Uganda.
|
By the end of the
lesson, the learner
should be able to:
Describe establishment and development of H.E.P. stations in Uganda. |
Brief discussion.
|
Map: HEP stations in Kenya.
|
KLB BOOK IV
Pg 85-86 |
|
| 9 | 4 |
ENERGY
|
Geothermal power projects in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify major geothermal power sites in Africa. |
Brief case study on Kariba and Akosombo dams.
|
Map- HEP power projects in Africa.
|
KLB BOOK IV
Pg 86-87 |
|
| 9 | 5 |
ENERGY
|
Energy crisis.
|
By the end of the
lesson, the learner
should be able to:
Explain some emerging issues related to energy crisis. |
Brief discussion & probing questions.
|
Map- HEP power projects in Africa.
|
KLB BOOK IV
Pg 89-90 |
|
| 10 | 1 |
ENERGY
|
Management and conservation of energy.
|
By the end of the
lesson, the learner
should be able to:
Outline measures taken to manage and conserve energy. |
Brief discussion with probing questions.
Review questions. |
Map- HEP power projects in Africa.
|
KLB BOOK IV
Pg 91 |
|
| 10 | 2 |
ENERGY
|
Management and conservation of energy.
|
By the end of the
lesson, the learner
should be able to:
Outline measures taken to manage and conserve energy. |
Brief discussion with probing questions.
Review questions. |
Map- HEP power projects in Africa.
|
KLB BOOK IV
Pg 91 |
|
| 10 | 3 |
TRADE
|
Types of trade.
|
By the end of the
lesson, the learner
should be able to:
Identify and describe types of trade. |
Brainstorming, probing questions and discussion on types of trade.
|
|
KLB BOOK IV
Pg 143-5 |
|
| 10 | 4 |
TRADE
|
Factors influencing trade.
|
By the end of the
lesson, the learner
should be able to:
Identify factors that make trade possible. |
Q/A & Discussion.
|
|
KLB BOOK IV
Pg 146-7 |
|
| 10 | 5 |
TRADE
|
Significance of trade to Kenya.
Problems facing trade in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Explain the significance of trade to Kenya. Identify major problems facing trade in Kenya. |
Oral questions, brief discussion.
|
Balance of trade charts.
|
KLB BOOK IV
Pg 149-152 |
|
| 11 | 1 |
TRADE
|
Regional Trade Blocs.
|
By the end of the
lesson, the learner
should be able to:
Describe establishment of regional trade blocs. Identify member countries of Regional Trade Blocs. Highlight benefits of Regional Trade Blocs. Identify problems facing Regional Trade Blocs. |
Descriptive approach on COMESA, SADC, and AU.
Assignment. |
Balance of trade charts.
|
KLB BOOK IV
Pg 154-6 |
|
| 11 | 2 |
TRADE
|
Regional Trade Blocs.
|
By the end of the
lesson, the learner
should be able to:
Describe establishment of regional trade blocs. Identify member countries of Regional Trade Blocs. Highlight benefits of Regional Trade Blocs. Identify problems facing Regional Trade Blocs. |
Descriptive approach on COMESA, SADC, and AU.
Assignment. |
Balance of trade charts.
|
KLB BOOK IV
Pg 154-6 |
|
| 11 | 3 |
TRADE
|
Regional Trade Blocs.
|
By the end of the
lesson, the learner
should be able to:
Describe establishment of regional trade blocs. Identify member countries of Regional Trade Blocs. Highlight benefits of Regional Trade Blocs. Identify problems facing Regional Trade Blocs. |
Descriptive approach on COMESA, SADC, and AU.
Assignment. |
Balance of trade charts.
|
KLB BOOK IV
Pg 154-6 |
|
| 11 | 4 |
TRADE
|
Regional Trade Blocs. (contd)
|
By the end of the
lesson, the learner
should be able to:
Describe establishment of regional trade blocs. Identify member countries of Regional Trade Blocs. Highlight benefits of Regional Trade Blocs. Identify problems facing Regional Trade Blocs. |
Descriptive approach of discussing WTO, ECOWAS, AGOA
|
Balance of trade charts.
|
KLB BOOK IV
Pg 146 - 8 |
|
| 11 | 4-5 |
TRADE
|
Regional Trade Blocs. (contd)
|
By the end of the
lesson, the learner
should be able to:
Describe establishment of regional trade blocs. Identify member countries of Regional Trade Blocs. Highlight benefits of Regional Trade Blocs. Identify problems facing Regional Trade Blocs. |
Descriptive approach of discussing WTO, ECOWAS, AGOA
|
Balance of trade charts.
|
KLB BOOK IV
Pg 146 - 8 |
|
| 12 |
End term exams |
|||||||
| 13 |
Closing |
|||||||
Your Name Comes Here