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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
Statistical Methods
|
Introduction and Compound Bar Graphs
Compound Bar Graphs - Analysis and Construction Practice |
By the end of the
lesson, the learner
should be able to:
Analyse and interpret statistical data Present statistical data using appropriate methods Highlight steps followed when constructing compound/cumulative bar graphs Find totals and cumulative totals for data |
Q/A to review basic statistical concepts and simple bar graphs; Exposition of steps followed when constructing compound bar graphs; Guided activity using Table 1.1 crop production data; Practice finding cumulative totals and suitable scales
|
Graph paper, Rulers, Calculators, Table 1.1 crop production data
Colored pencils for shading, Construction materials, Table 1.2 data |
Secondary Geography Form 3 Student's Book, Pages 1-3
|
|
| 2 | 5 |
Statistical Methods
|
Compound Bar Graphs - Interpretation and Advantages/Disadvantages
Proportional Circles - Construction Methods Proportional Circles - Area Method and Analysis Simple Pie Charts - Construction Proportional Divided Circles - Construction |
By the end of the
lesson, the learner
should be able to:
Interpret compound/cumulative bar graphs State advantages and disadvantages of compound/cumulative bar graphs Comment on trend of each variable Suggest possible reasons to explain trends |
Probing questions and brief discussion on interpretation; Analysis of trends in agricultural production; Exposition of advantages: different variables on one bar, clear totals, clear comparisons; Discussion of disadvantages: tedious calculations, false impressions, interpretation difficulties
|
Previously constructed graphs, Analysis worksheets
Calculators, Compasses, Table 1.3 sugar production data, Plain paper Square root tables, Construction materials, Table 1.6 data Protractors, Compasses, Land use data example, Colored pencils Table 1.9 mortality data, Square root tables, Construction materials |
Secondary Geography Form 3 Student's Book, Pages 2-4
|
|
| 3 | 1 |
Statistical Methods
Map Work Map Work |
Pie Charts - Analysis and Interpretation
Advantages and Disadvantages of All Methods Introduction and Precautions in Map Reading Landforms - Dissected and Rolling Relief |
By the end of the
lesson, the learner
should be able to:
Establish contribution of variable in percentage Identify circles representing total values Describe nature of variables in segments Compare circle sizes and segment proportions |
Analysis of Fig. 1.4 land use pie chart; Detailed discussion of Fig. 1.5 proportional divided circles; Practice establishing percentage contributions; Oral questions and brief discussion on HIV/AIDS as leading cause; Group work analyzing different pie charts
|
Constructed pie charts, Fig. 1.4 and Fig. 1.5 references, Analysis guidelines
Comparison charts, Various sample statistical presentations, Method evaluation criteria Topographical maps, Sample phrases worksheet, Compass directions chart Topographical maps showing different relief types, Figure 2.1 and 2.2 from textbook, Tracing paper |
Secondary Geography Form 3 Student's Book, Pages 7-9
|
|
| 3 | 2 |
Map Work
|
Hilly/Mountainous Relief, Valleys and Slope Types
Spurs, Passes, Saddles, Ridges and Major Landforms |
By the end of the
lesson, the learner
should be able to:
Identify hilly or mountainous relief characteristics Recognize V-shaped valleys and U-shaped contours Determine nature of slope using contour patterns, spacing and height Distinguish between even, convex and concave slopes |
Detailed discussion on hilly/mountainous relief using Figure 2.3(a); Study of valley formation using Figure 2.3(b); Explanation of slope types using Figures 2.4, 2.5, and 2.6; Practice identifying slope characteristics and intervisibility
|
Figures 2.3(a), (b), 2.4, 2.5, 2.6, Examples from Kisii Highlands, Sample topographical maps with various slopes
Figures 2.7-2.12, Examples of Marich Pass, Kikuyu Plateau, Uyoma Peninsula, Topographical maps showing landforms |
Secondary Geography Form 3 Student's Book, Pages 14-17
|
|
| 3 | 3 |
Map Work
|
Vegetation and Natural Hydrographic Features
Drainage Patterns and Other Water Features Climate Interpretation and Economic Activities |
By the end of the
lesson, the learner
should be able to:
Identify vegetation types and symbols on topographical maps Distinguish between perennial, intermittent and disappearing rivers Recognize natural hydrographic features using appropriate symbols Describe vegetation distribution and suggest influencing factors |
Study of Figure 2.13 vegetation key and symbols; Analysis of Figure 2.14(a), (b), (c) showing different river types; Practice identifying vegetation distribution patterns; Discussion of factors causing different river types and vegetation patterns
|
Figure 2.13 vegetation key, Figures 2.14(a)-(c), Maps showing vegetation and rivers, Symbol identification charts
Figures 2.15-2.22, Sample maps with different drainage patterns, Pattern identification worksheets, Artificial features examples Climate interpretation guidelines, Maps showing agricultural and mining areas, Processing facility examples, Economic activity symbols chart |
Secondary Geography Form 3 Student's Book, Pages 19-22
|
|
| 3 | 4 |
Map Work
|
Manufacturing, Services, Transport and Settlement Factors
Settlement Patterns and Map Enlargement/Reduction Drawing Cross-Sections and Profiles |
By the end of the
lesson, the learner
should be able to:
Identify manufacturing through processing plants and factories Recognize service activities and tourism facilities Identify transport modes: land, air and water transport Analyze factors influencing settlement: water, defence, health, soils, drainage, transport, relief |
Study of manufacturing indicators: mills, ginneries, factories; Analysis of service evidence: shops, markets, communication facilities; Recognition of transport evidence: roads, railways, airstrips; Detailed discussion of settlement factors using Figures 2.23(a), (b) and 2.24
|
Manufacturing symbols, Service facility examples, Transport mode indicators, Figures 2.23(a), (b), 2.24, Settlement factor analysis worksheets
Figures 2.25(b)-(d), Table 2.1, Figures 2.26(a), (b), Graph paper, Rulers, Sample maps for enlargement practice Figure 2.29 cross-section example, Graph paper, Strip paper for plotting, Rulers and pencils, Sample topographical maps for practice |
Secondary Geography Form 3 Student's Book, Pages 28-31
|
|
| 3 | 5 |
Map Work
ACTION OF RIVERS ACTION OF RIVERS ACTION OF RIVERS |
Vertical Exaggeration, Gradient and Intervisibility
Definition of Terms Related to Rivers River Erosion Processes River Transportation and Deposition |
By the end of the
lesson, the learner
should be able to:
Calculate vertical exaggeration as ratio of horizontal to vertical scale Determine appropriate exaggeration using relief amplitude guidelines Calculate gradient using normal and trigonometric ratios Determine intervisibility by drawing cross-sections and calculating gradients |
Exposition of vertical exaggeration calculation using Table 2.2 guidelines; Demonstration of gradient calculation using Figure 2.30 with both methods; Analysis of intervisibility using Figure 2.31; Practice calculating line of sight and identifying dead ground areas
|
Table 2.2 interpretation guide, Figure 2.30 gradient example, Figure 2.31 intervisibility, Calculators, Logarithm tables
Maps of Kenya, river system charts, textbooks Water containers, sand, rock samples, demonstration materials Containers, different sized particles, water, magnifying glasses |
Secondary Geography Form 3 Student's Book, Pages 36-39
|
|
| 4 | 1 |
ACTION OF RIVERS
|
Youthful Stage Features
Mature Stage Features Old Stage Features - Alluvial Fans and Flood Plains Old Stage Features - Meanders and Ox-bow Lakes Old Stage Features - Levees, Braided Channels, and Deferred Tributaries |
By the end of the
lesson, the learner
should be able to:
Identify V-shaped valleys, waterfalls, rapids, gorges, potholes, interlocking spurs. Explain formation through vertical erosion dominance. |
Drawing youthful stage features. Discussion of waterfall types with Kenyan examples (Thomson's Falls, Torok Falls). Modeling with clay.
|
Clay/plasticine, topographical maps, pictures of waterfalls, drawing materials
Comparison charts, cross-section diagrams, colored pencils Sand, water, modeling trays, maps showing flood plains, diagrams Stream tables, sand, water, sequential diagrams, pictures of ox-bow lakes Cross-section diagrams, aerial photographs, flood plain maps |
KLB Secondary Geography Form 3, Pages 74-80
|
|
| 4 | 2 |
ACTION OF RIVERS
|
Delta Formation and Types
River Profile Summary River Capture |
By the end of the
lesson, the learner
should be able to:
Explain delta formation when rivers enter seas/lakes. Describe arcuate, estuarine, and bird's foot delta types with examples (Tana, Rufiji, Lake Victoria deltas). |
Drawing different delta types. Detailed discussion of Tana Delta distributaries. Analysis of delta formation conditions.
|
Maps of river deltas, diagrams of delta types, aerial photographs
Large drawing paper, colored pencils, summary charts, profile diagrams Maps of Kenya, capture process diagrams, case study materials |
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 4 | 3 |
ACTION OF RIVERS
|
River Rejuvenation
Drainage Patterns Drainage Systems |
By the end of the
lesson, the learner
should be able to:
Define river rejuvenation and distinguish dynamic vs static rejuvenation. Describe resultant features: river terraces, incised meanders, rejuvenation gorges, knick points. |
Discussion of rejuvenation causes (base level changes, increased discharge). Drawing rejuvenation features with examples from coastal Kenya rivers.
|
Rejuvenation feature diagrams, pictures of incised meanders, maps of coastal Kenya
Pattern diagrams, maps of Mt. Kenya and Rift Valley, colored pencils Geological maps, drainage system diagrams, cross-sections |
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 4 | 4 |
ACTION OF RIVERS
OCEANS, SEAS AND THEIR COASTS |
Significance of Rivers - Positive Effects
Significance of Rivers - Negative Effects and Water Conservation Distinction Between Oceans and Seas |
By the end of the
lesson, the learner
should be able to:
Explain rivers' roles in water supply, irrigation, transport, HEP generation, port facilities, building materials, boundaries, fishing, tourism. |
Discussion of urban water supplies from rivers. Analysis of HEP projects and irrigation schemes. Review of river-based economic activities.
|
Maps of water systems, pictures of dams and ports, economic activity charts
Pictures of floods, case study materials, Water Act summary Chalkboard, world map, atlas, exercise books |
KLB Secondary Geography Form 3, Pages 94-96
|
|
| 4 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Nature of Ocean Water - Salinity and Temperature
Nature of Ocean Water - Ocean Life and Topography Islands and Ocean Pollution Water Movement - Vertical Movement Water Movement - Ocean Currents Major Ocean Currents |
By the end of the
lesson, the learner
should be able to:
Explain ocean water salinity and factors affecting it. Describe temperature variations in ocean water with depth and latitude. Identify salt content composition in oceans. |
Discussion of ocean water composition and salinity measurement. Drawing temperature variation diagrams on chalkboard. Students copy salt content percentages in notebooks.
|
Chalkboard, chalk, exercise books, thermometer for demonstration
Chalkboard, chalk, exercise books, textbooks Chalkboard, chalk, exercise books, atlas Containers, warm and cold water, chalkboard, atlas Chalkboard, chalk, globe, world map, exercise books World map, atlas, chalkboard, exercise books |
KLB Secondary Geography Form 3, Pages 114-117
|
|
| 5 | 1 |
OCEANS, SEAS AND THEIR COASTS
|
Tides - Formation and Causes
Types of Tides Wave Formation and Types |
By the end of the
lesson, the learner
should be able to:
Explain tide formation through gravitational pull of moon and sun. Describe earth's rotation effects on tidal patterns. Define tidal range and lunar day concepts. |
Discussion of gravitational forces using simple demonstrations. Drawing tidal formation diagrams on chalkboard. Students observe local tidal patterns if applicable.
|
Chalkboard, chalk, exercise books, stones for demonstration
Chalkboard, chalk, exercise books, textbooks Water basin, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 125-127
|
|
| 5 | 2 |
OCEANS, SEAS AND THEIR COASTS
|
Wave Erosion Processes and Features
Wave Transportation and Deposition Coastal Depositional Features - Beaches and Spits |
By the end of the
lesson, the learner
should be able to:
Describe wave erosion processes: corrasion, hydraulic action, attrition, solution. Identify erosional features: cliffs, wave-cut platforms, caves, arches, stacks, stumps. |
Discussion of erosion processes with practical examples. Drawing formation sequence of coastal erosional features on chalkboard. Students sketch feature formation stages.
|
Chalkboard, chalk, exercise books, pictures from textbook
Sand, water container, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, sand for demonstration |
KLB Secondary Geography Form 3, Pages 130-134
|
|
| 5 | 3 |
OCEANS, SEAS AND THEIR COASTS
|
Coastal Depositional Features - Bars and Other Features
Types of Coasts - Concordant and Discordant Submerged Coasts - Highland and Lowland |
By the end of the
lesson, the learner
should be able to:
Explain bar formation: bay bars and offshore bars. Describe tombolo, cuspate foreland, mudflats, salt marshes, and dune belts formation. |
Drawing different bar formation types on chalkboard. Discussion of lagoon formation behind bars. Students sketch various depositional features.
|
Chalkboard, chalk, exercise books, textbooks
Atlas, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, maps of Kenya coast |
KLB Secondary Geography Form 3, Pages 137-139
|
|
| 5 | 4 |
OCEANS, SEAS AND THEIR COASTS
|
Emerged Coasts
Coral Coasts and Reef Formation |
By the end of the
lesson, the learner
should be able to:
Describe emerged coast formation through sea level fall. Identify upland features: raised beaches, notches, wave-cut platforms. Explain lowland features: fall-lines, gentle coastal plains. |
Discussion of emergence processes and resultant features. Analysis of Kenya coast examples (Mama Ngina Drive, Oceanic Hotel). Students draw emerged coast profiles.
|
Chalkboard, chalk, exercise books, local examples
Chalkboard, chalk, exercise books, world map |
KLB Secondary Geography Form 3, Pages 142-143
|
|
| 5 | 5 |
OCEANS, SEAS AND THEIR COASTS
|
Types of Coral Reefs
Coral Reef Formation Theories Significance of Oceans - Economic Importance |
By the end of the
lesson, the learner
should be able to:
Distinguish between fringing reefs, barrier reefs, and atolls. Explain formation processes and characteristics of each reef type. Give examples from East Africa and globally. |
Drawing coral reef formation diagrams on chalkboard. Discussion of Great Barrier Reef and local examples. Students sketch reef formation sequences.
|
Chalkboard, chalk, exercise books, atlas
Chalkboard, chalk, exercise books, textbooks Chalkboard, chalk, exercise books, world map |
KLB Secondary Geography Form 3, Pages 144-146
|
|
| 6 | 1 |
OCEANS, SEAS AND THEIR COASTS
ACTION OF WIND AND WATER IN ARID AREAS |
Significance of Coasts and Coastal Features
Unit Assessment Definition of Terms and Types of Deserts |
By the end of the
lesson, the learner
should be able to:
Describe coastal benefits: ports, harbours, fishing grounds, tourism, building materials. Explain marine life habitats and transport challenges. |
Discussion of coastal economic activities with Kenya examples. Analysis of port development and coastal tourism. Students evaluate coastal significance.
|
Chalkboard, chalk, exercise books, maps of Kenya
Assessment papers, atlas, exercise books, maps Chalkboard, world map, atlas, exercise books |
KLB Secondary Geography Form 3, Pages 149-150
|
|
| 6 | 2 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Wind Erosion Processes
Wind Erosion Features - Small Scale Wind Erosion Features - Large Scale Wind Transportation and Deposition Sand Dunes - Barchans and Seif Dunes Other Dune Types, Draas, and Loess |
By the end of the
lesson, the learner
should be able to:
Explain wind erosion processes: abrasion, attrition, and deflation. Describe factors favoring wind action in hot deserts: unconsolidated particles, scanty vegetation, tropical storms. |
Discussion of wind erosion mechanisms with practical examples. Simple demonstration using sand and breath/fan to show wind effect. Students draw erosion process diagrams.
|
Sand, small container, chalkboard, chalk, exercise books
Chalkboard, chalk, exercise books, small stones for demonstration Chalkboard, chalk, exercise books, atlas Sand, fan or strong breath, chalkboard, chalk, exercise books Sand, small obstacles, chalkboard, chalk, exercise books Chalkboard, chalk, exercise books, world map |
KLB Secondary Geography Form 3, Pages 152-153
|
|
| 6 | 3 |
ACTION OF WIND AND WATER IN ARID AREAS
|
Water Action in Arid Areas - Wadis and Inselbergs
Pediments, Pediplains, and Plateau Features Water Deposition Features and Dry Valleys |
By the end of the
lesson, the learner
should be able to:
Explain wadi formation through flash floods creating steep dry valleys. Describe inselberg development as residual rock masses through slope retreat. Give examples from Algeria, Egypt, Saudi Arabia, and Kenya (Nzambani Rock). |
Discussion of flash flood processes and erosional effects. Drawing wadi and inselberg formation diagrams on chalkboard. Analysis of water action despite aridity.
|
Chalkboard, chalk, exercise books, pictures from textbook
Chalkboard, chalk, exercise books, textbooks Maps of Kenya, chalkboard, chalk, exercise books |
KLB Secondary Geography Form 3, Pages 160-161
|
|
| 6 | 4 |
ACTION OF WIND AND WATER IN ARID AREAS
Action of Water in Limestone Areas Action of Water in Limestone Areas |
Significance of Arid Features
Surface and Underground Water Features Resulting from Underground Water |
By the end of the
lesson, the learner
should be able to:
Explain positive significance: solar energy potential, mineral resources, tourism attractions, unique ecosystems. Describe negative impacts: sand dune migration, agricultural threats, water scarcity challenges, settlement difficulties. |
Discussion of arid area opportunities and challenges with global and local examples. Analysis of Kenya's ASAL development potential and problems. Students evaluate significance balance.
|
Chalkboard, chalk, exercise books, pictures of solar panels
Charts showing water sources, Rock samples, Diagrams of percolation and water table, Transparent containers Topographical maps, Geological cross-sections, Textbook diagrams, 3D models, World maps |
KLB Secondary Geography Form 3, Pages 164-165
|
|
| 6 | 5 |
Action of Water in Limestone Areas
|
Importance of Underground Water
Action of Water in Limestone Areas and Resultant Features Significance of Resultant Features |
By the end of the
lesson, the learner
should be able to:
Explain ways underground water is important to humankind and countries. Give specific examples of underground water significance including settlement, irrigation, domestic/industrial supply, geothermal energy, mineral deposits. |
Brain storming on underground water uses. Detailed discussion on importance aspects including settlement sites like spring-line settlements, irrigation in dry areas like Sahara oases, domestic/industrial water like Mzima Springs supplying Mombasa, river sources in Kenyan Highlands, geothermal power like Olkaria near Naivasha, mineral deposits like salt at Homa Hills, underground streams keeping lakes fresh like Lake Naivasha.
|
Photographs of key sites, Maps of Kenya, Case study materials, Charts showing applications
Limestone samples, Weak acids, Sequential diagrams, Clay for modeling, Salt solution setup, Cave photographs, Safety equipment Economic charts, Photographs of industries, Tourism materials, Infrastructure maps, Assessment worksheets |
KLB Secondary Geography Form 3, Pages 172-173
|
|
| 7 | 1 |
AGRICULTURE
|
Introduction and Definition of Agriculture
Physical Factors: Climate Physical Factors: Relief and Soil Biotic and Human Factors Types of Agriculture: Simple Subsistence and Sedentary Agriculture |
By the end of the
lesson, the learner
should be able to:
Define agriculture as growing crops and rearing livestock for human needs; Identify factors influencing agriculture; Explain scope of agricultural activities |
Q/A on local farming; Discussion on agriculture definition; List agricultural activities; Introduction to influencing factors
|
Charts showing agricultural activities, Pictures of crops and livestock, Map of Kenya
Maps showing climate zones, Rainfall charts, Pictures of crops, Thermometers Soil samples, pH testing materials, Maps of Pampas and Prairies, Terraced farming pictures Pictures of pests, Insect specimens, Wilson Airport maps, Price charts Maps of tropical lands, Slash-and-burn pictures, Farming systems diagrams |
KLB Secondary Geography Form 3, Pages 232-233
|
|
| 7 | 2 |
AGRICULTURE
|
Intensive Subsistence Agriculture and Plantation Agriculture
Mediterranean Agriculture, Mixed Farming, and Livestock Farming Distribution of Major Cash Crops in Kenya Tea Farming in Kenya |
By the end of the
lesson, the learner
should be able to:
Describe intensive subsistence in Monsoon Asia; Explain wet padi cultivation; Define plantation agriculture; Identify plantation crops |
Study oriental agriculture; Analyze farm sizes and cropping; Study of plantation areas; Discuss foreign ownership
|
Monsoon Asia maps, Rice terraces pictures, Plantation distribution charts
Mediterranean maps, Olive grove pictures, Crop combination charts Figure 13.7 map, Cash crop pictures, Colonial agriculture photos Figure 13.8 map, Plantation pictures, Processing flow chart, Tea samples |
KLB Secondary Geography Form 3, Pages 244-248
|
|
| 7 | 3 |
AGRICULTURE
|
Tea Marketing and Sugar-cane Farming
Maize Growing and Cocoa in Ghana Oil Palm in Nigeria and Coffee Farming |
By the end of the
lesson, the learner
should be able to:
Explain KTDA role (260,000 farmers); Describe export destinations; Identify sugar-cane belt; Explain growing conditions |
Discuss KTDA achievements; Study Figure 13.10 sugar areas; Analyze out-grower schemes; Sugar processing and uses
|
KTDA charts, Figure 13.10 map, Factory pictures, Processing diagrams
Figure 13.14 map, Maize pictures, Figure 13.15 Ghana map, Processing charts Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials |
KLB Secondary Geography Form 3, Pages 257-262
|
|
| 7 | 4 |
AGRICULTURE
|
Wheat Growing and Horticulture
Pastoral Farming and Dairy Farming Beef Farming and Agricultural Fieldwork |
By the end of the
lesson, the learner
should be able to:
Identify wheat areas and conditions; Compare with Canada's advantages; Define horticulture; Identify horticultural areas |
Study Figure 13.20 wheat areas; Analyze Canadian Prairie advantages; Discuss horticultural companies; Export market analysis
|
Figure 13.20 map, Harvester pictures, Figure 13.25 horticulture map, Export charts
Figure 13.29 map, Pastoral pictures, Table 13.1, Cattle breed photos Cattle breed pictures, Figure 13.40 Pampas map, Sample questionnaires, Data sheets |
KLB Secondary Geography Form 3, Pages 283-299
|
|
| 7 | 5 |
SETTLEMENT
|
Definition of Settlement and Types
Factors Influencing Location and Patterns of Settlement - Geographical Factors |
By the end of the
lesson, the learner
should be able to:
Define human settlement and distinguish between rural and urban settlements. Explain characteristics of rural settlements. Describe functions of urban settlements. Account for urbanisation concept and its origins. |
Q/A on local settlement types and characteristics. Teacher explains settlement definitions and types. Discussion on rural settlements and primary activities. Analysis of urban settlements and secondary/tertiary functions. Study of urbanisation concept from Greek origins.
|
Chalkboard, textbook, exercise books, pen/pencil
Chalkboard, textbook, map of Africa, exercise books |
KLB Secondary Geography Form 4, Pages 198-200
|
|
| 8 | 1 |
SETTLEMENT
|
Factors Influencing Location and Patterns of Settlement - Economic and Other Factors
Settlement Patterns Distribution of Major Urban Centres in East Africa |
By the end of the
lesson, the learner
should be able to:
Explain economic factors influencing settlement patterns. Describe the role of defence and security in settlement location. Account for government planning effects on settlement. Analyze cultural practices and historical factors. |
Analysis of economic activities affecting settlement including nomadic pastoralism and arable farming. Discussion on defence considerations and historical hill settlements. Study of government settlement schemes and planning policies. Examination of cultural practices and tribal sentiments affecting distribution.
|
Chalkboard, textbook, exercise books, pen/pencil
Chalkboard, textbook, map of East Africa, exercise books |
KLB Secondary Geography Form 4, Pages 202-204
|
|
| 8 | 2 |
SETTLEMENT
|
Factors Influencing Growth of Major Urban Centres in East Africa
Case Studies - Thika as Industrial Centre and Kisumu as Lake Port Case Study - Eldoret as Agricultural Collecting Centre |
By the end of the
lesson, the learner
should be able to:
Explain rural-urban migration as a growth factor. Describe natural population growth in urban areas. Account for infrastructure development effects. Analyze industrialisation, mining and tourism impacts on urban growth. |
Discussion on rural-urban migration patterns and causes. Analysis of natural urban population growth and demographic factors. Study of transport infrastructure and accessibility advantages. Examination of industrial development and mining effects on town growth.
|
Chalkboard, textbook, exercise books, pen/pencil
Chalkboard, textbook, map of Kenya, exercise books |
KLB Secondary Geography Form 4, Pages 208-210
|
|
| 8 | 3 |
SETTLEMENT
|
Nairobi City Development
Problems Facing Nairobi and New York City Comparison |
By the end of the
lesson, the learner
should be able to:
Trace Nairobi's growth from railway camp to major city. Explain factors influencing Nairobi's development. Describe Nairobi's current status and international importance. Account for various functions performed by Nairobi. |
Study of Nairobi's origins during railway construction and strategic advantages. Analysis of factors including climate, water supply and central location. Discussion on Nairobi's elevation to city status and international organizations. Examination of industrial, administrative, educational and commercial functions.
|
Chalkboard, textbook, map of Kenya, exercise books
Chalkboard, textbook, world map, exercise books |
KLB Secondary Geography Form 4, Pages 215-217
|
|
| 8 | 4 |
SETTLEMENT
|
Mombasa Port Development and Functions
Rotterdam Port and Comparison with Mombasa Effects of Urbanisation - Social and Economic Problems |
By the end of the
lesson, the learner
should be able to:
Describe Mombasa's location and physical setting. Explain factors contributing to Mombasa's growth as major port. Account for modern developments at Kilindini Harbour. Analyze Mombasa's role as tourist and cultural centre. |
Study of Mombasa's strategic coastal location and island setting. Analysis of railway connection and modern harbour facilities. Discussion on containerisation and Ro-Ro methods. Examination of oil refinery establishment and large hinterland.
|
Chalkboard, textbook, map of Kenya, exercise books
Chalkboard, textbook, world map, exercise books Chalkboard, textbook, exercise books, pen/pencil |
KLB Secondary Geography Form 4, Pages 221-224
|
|
| 8 | 5 |
SETTLEMENT
MANAGEMENT & CONSERVATION OF THE ENVIRONMENT MANAGEMENT & CONSERVATION OF THE ENVIRONMENT MANAGEMENT & CONSERVATION OF THE ENVIRONMENT MANAGEMENT & CONSERVATION OF THE ENVIRONMENT MANAGEMENT & CONSERVATION OF THE ENVIRONMENT MANAGEMENT & CONSERVATION OF THE ENVIRONMENT MANAGEMENT & CONSERVATION OF THE ENVIRONMENT |
Effects of Urbanisation and Solutions
Introduction to Environment, Management and Conservation The Need for Environmental Management and Conservation Environmental Hazards: Natural Disasters Environmental Hazards: Drought, Fires and Other Hazards Floods: Causes, Effects and Control Measures Lightning, Windstorms, Pests and Diseases Pollution: Types, Causes and Control Measures |
By the end of the
lesson, the learner
should be able to:
Describe mental health disorders and housing problems in cities. Explain juvenile delinquency and urban sprawl issues. Suggest solutions to urbanisation problems. Evaluate effectiveness of proposed solutions. |
Analysis of stress-related mental health problems in urban areas. Discussion on housing shortage leading to slum development. Study of youth problems and criminal activities. Examination of urban sprawl affecting agricultural land. Students suggest practical solutions to urbanisation challenges.
|
Chalkboard, textbook, exercise books, pen/pencil
Charts showing ecosystem components, Pictures of local environment, Newspaper cuttings on environmental issues Maps showing conservation areas in Kenya, Photos of endangered species, Economic data charts World maps showing disaster-prone areas, Photos/videos of natural disasters, Richter Scale charts, News reports on recent disasters Maps of drought-prone areas in Africa, Photos of desertification, Newspaper reports on industrial accidents, Charts showing oil spill effects Maps of flood-prone areas in Kenya, Photos of flood damage, Diagrams of flood control structures, Case study materials Diagrams of lightning formation, Photos of lightning arresters, Maps showing tsetse fly distribution, Health campaign materials, Charts on pest control methods Photos of polluted environments, Charts showing pollution sources, Water quality test kits, Sound level meters (if available), Government policy documents |
KLB Secondary Geography Form 4, Pages 230-232
|
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