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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
WILDLIFE AND TOURISM
|
Definition of Wildlife and Factors Influencing Distribution
|
By the end of the
lesson, the learner
should be able to:
Define wildlife and identify main types in East Africa; Explain factors influencing wildlife distribution; Analyze the role of vegetation cover in wildlife distribution; Evaluate the influence of water presence on wildlife habitats |
Q/A on previous knowledge of animals and plants; Teacher explanation of wildlife concept and examples; Study of birds, insects, and animals in East Africa; Discussion on vegetation types and their influence on different wildlife species; Analysis of water bodies and their wildlife inhabitants
|
Chalkboard; Textbook; Kenya map; Exercise book; Pen/pencil
|
KLB Secondary Geography Form 4, Pages 60-61
|
|
| 2 | 2 |
WILDLIFE AND TOURISM
|
Factors Influencing Wildlife Distribution - Climate, Soils and Human Activities
Game Parks - Types and Distinctions |
By the end of the
lesson, the learner
should be able to:
Explain how climate affects wildlife distribution; Analyze the role of altitude and rainfall in wildlife patterns; Describe how soils influence wildlife habitats; Evaluate human impact on wildlife distribution |
Study of temperature and altitude effects on wildlife; Analysis of rainfall distribution and vegetation variety; Discussion on soil types and plant species relationships; Examination of human activities impact (settlement, agriculture, chemicals, mining, hunting, fishing methods)
|
Chalkboard; Textbook; Exercise book; Pen; Kenya map
Chalkboard; Textbook; East Africa map; Exercise book; Pencil |
KLB Secondary Geography Form 4, Pages 61-62
|
|
| 2 | 3 |
WILDLIFE AND TOURISM
|
Distribution of Parks and Significance of Wildlife
|
By the end of the
lesson, the learner
should be able to:
Locate major National Parks and Reserves in Kenya, Uganda, and Tanzania; Identify marine parks in the region; Explain economic significance of wildlife; Analyze benefits of wildlife conservation |
Map work locating parks using Figure 4.1; Study of Kenya's parks (Tsavo, Mt Kenya, Nairobi, Amboseli), Uganda's parks (Bwindi, Murchison Falls), Tanzania's parks (Serengeti, Kilimanjaro); Analysis of wildlife benefits: foreign exchange, employment, education, infrastructure development
|
Chalkboard; East Africa map; Textbook; Exercise book; Pen
|
KLB Secondary Geography Form 4, Pages 64-66
|
|
| 2 | 4 |
WILDLIFE AND TOURISM
|
Problems Facing Wildlife in East Africa
|
By the end of the
lesson, the learner
should be able to:
Identify major problems threatening wildlife; Explain poaching and its impacts on wildlife populations; Analyze human encroachment and insecurity issues; Evaluate environmental threats to wildlife |
Study of poaching for tusks, horns, skins, and meat; Analysis of human population pressure and encroachment; Discussion on insecurity in parks like Kidepo Valley and Kora; Examination of overpopulation effects in Tsavo; Study of pollution, drought, and bush fires impacts
|
Chalkboard; Textbook; Exercise book; Pen; Wildlife photos
|
KLB Secondary Geography Form 4, Pages 66-69
|
|
| 2 | 5 |
WILDLIFE AND TOURISM
|
Wildlife Management and Conservation
|
By the end of the
lesson, the learner
should be able to:
Explain wildlife management and conservation strategies; Analyze measures taken to protect wildlife; Evaluate the effectiveness of conservation programs; Describe international cooperation in wildlife protection |
Study of hunting bans and anti-poaching measures; Analysis of game park establishment and protection agencies; Discussion on animal translocation programs and public education; Examination of individual wildlife farms and domestic tourism promotion; Study of CITES convention
|
Chalkboard; Textbook; Exercise book; Pen; Kenya map
|
KLB Secondary Geography Form 4, Pages 69-71
|
|
| 3 | 1 |
WILDLIFE AND TOURISM
|
Tourism - Definitions and Types
|
By the end of the
lesson, the learner
should be able to:
Define tourism, tourists, and eco-tourism; Distinguish between domestic and international tourism; Explain characteristics of eco-tourism; Analyze mass tourism vs sustainable tourism concepts |
Teacher explanation of tourism concepts and terminology; Study of eco-tourism principles and environmental protection; Analysis of domestic vs international tourism patterns; Discussion on sustainable tourism practices and community involvement; Examination of tourism statistics and origins of tourists to Kenya
|
Chalkboard; Textbook; Exercise book; Pen; World map
|
KLB Secondary Geography Form 4, Pages 71-74
|
|
| 3 | 2 |
WILDLIFE AND TOURISM
|
Factors Influencing Tourism in Kenya
Tourist Attractions in Kenya |
By the end of the
lesson, the learner
should be able to:
Identify factors that make Kenya a major tourist destination; Explain the role of publicity and marketing in tourism; Analyze the importance of peace and security; Evaluate infrastructure and facility development |
Study of government publicity campaigns and international exhibitions; Analysis of packaged tours and trained personnel at Utalii College; Discussion on political stability and terrorism threats; Examination of tourist hotels, wildlife conservation measures, and transport networks
|
Chalkboard; Textbook; Exercise book; Pen; Kenya map
Chalkboard; Textbook; Kenya map; Exercise book; Pen |
KLB Secondary Geography Form 4, Pages 74-76
|
|
| 3 | 3 |
WILDLIFE AND TOURISM
|
Significance and Problems of Tourism in Kenya
|
By the end of the
lesson, the learner
should be able to:
Analyze economic and social significance of tourism; Evaluate tourism's contribution to national development; Identify major problems facing tourism industry; Suggest solutions to tourism challenges |
Study of foreign exchange earnings and employment creation; Analysis of agricultural promotion and revenue generation; Examination of problems: insecurity, terrorism, adverse publicity, high costs; Discussion on solutions and government initiatives to address challenges
|
Chalkboard; Textbook; Exercise book; Pen; Calculator
|
KLB Secondary Geography Form 4, Pages 80-83
|
|
| 3 | 4 |
WILDLIFE AND TOURISM
|
Significance and Problems of Tourism in Kenya
|
By the end of the
lesson, the learner
should be able to:
Analyze economic and social significance of tourism; Evaluate tourism's contribution to national development; Identify major problems facing tourism industry; Suggest solutions to tourism challenges |
Study of foreign exchange earnings and employment creation; Analysis of agricultural promotion and revenue generation; Examination of problems: insecurity, terrorism, adverse publicity, high costs; Discussion on solutions and government initiatives to address challenges
|
Chalkboard; Textbook; Exercise book; Pen; Calculator
|
KLB Secondary Geography Form 4, Pages 80-83
|
|
| 3 | 5 |
WILDLIFE AND TOURISM
|
Tourism in Switzerland and Comparison with Kenya
|
By the end of the
lesson, the learner
should be able to:
Describe tourism development in Switzerland; Explain factors influencing Swiss tourism; Compare similarities and differences between Kenya and Switzerland tourism; Evaluate future prospects of tourism in Kenya |
Study of Switzerland's Alpine scenery and climate attractions; Analysis of infrastructure, neutrality policy, and language diversity; Comparison of tourism features, attractions, and development levels; Discussion on Kenya's tourism future: security improvements, aggressive promotion, tariff adjustments
|
Chalkboard; World map; Textbook; Exercise book; Pen
|
KLB Secondary Geography Form 4, Pages 84-87
|
|
| 4 | 1 |
ENERGY
|
Definition and Types of Energy Sources
|
By the end of the
lesson, the learner
should be able to:
Define energy in geographical context; Distinguish between renewable and non-renewable energy sources; Identify examples of renewable energy sources; Explain the characteristics of renewable energy |
Q/A on previous knowledge of power and fuel; Teacher explanation of energy definition and importance in production; Study of renewable vs non-renewable classification; Examination of renewable sources: solar, wind, tidal, wave, hydro, geothermal, biomass; Discussion on recycling ability of renewable sources
|
Chalkboard; Textbook; Exercise book; Pen/pencil; Sample solar panel if available
|
KLB Secondary Geography Form 4, Pages 87-88
|
|
| 4 | 2 |
ENERGY
|
Renewable Energy Sources - Solar, Wind, Tidal and Wave
|
By the end of the
lesson, the learner
should be able to:
Describe solar energy and its applications; Explain wind energy production and limitations; Analyze tidal energy harnessing; Evaluate wave energy potential and challenges |
Study of solar energy availability in tropical countries; Analysis of wind energy reliability and Kenya's wind turbine capacity; Examination of tidal energy at River Rance, France; Discussion on wave energy production and limitations; Analysis of costs and viability in developing countries
|
Chalkboard; Textbook; Exercise book; Pen; World map; Wind direction indicator if available
|
KLB Secondary Geography Form 4, Pages 88-91
|
|
| 4 | 3 |
ENERGY
|
Renewable Energy Sources - Hydro, Geothermal and Biomass
|
By the end of the
lesson, the learner
should be able to:
Explain hydro power development and significance; Describe geothermal energy sources and locations; Analyze biomass energy production and uses; Evaluate the role of these sources in Kenya's energy mix |
Study of hydro power evolution from waterfalls to dams; Analysis of geothermal energy in Rift Valley areas; Examination of biomass conversion processes and ethanol production; Discussion on charcoal production and fuel wood significance; Study of draught animals as energy sources
|
Chalkboard; Textbook; Exercise book; Pen; Kenya map; Charcoal sample
|
KLB Secondary Geography Form 4, Pages 91-95
|
|
| 4 | 4 |
ENERGY
|
Non-renewable Energy Sources
|
By the end of the
lesson, the learner
should be able to:
Identify non-renewable energy sources; Explain petroleum formation and uses; Describe coal characteristics and applications; Analyze nuclear energy production and risks |
Study of non-renewable energy characteristics and exhaustion potential; Analysis of petroleum as hydrocarbon from sedimentary rocks; Examination of coal formation and Industrial Revolution role; Discussion on nuclear energy production, benefits, and dangers (Chernobyl example); Study of energy consumption patterns in Kenya
|
Chalkboard; Textbook; Exercise book; Pen; Energy consumption tables
|
KLB Secondary Geography Form 4, Pages 95-97
|
|
| 4 | 5 |
ENERGY
|
Hydro-Electric Power Stations in Kenya
|
By the end of the
lesson, the learner
should be able to:
Describe development of HEP in Kenya; Explain the Seven Forks Scheme on River Tana; Analyze factors favoring HEP development; Evaluate benefits and problems of Tana River projects |
Study of Kenya's HEP development from independence; Detailed analysis of Seven Forks Scheme stations (Kindaruma, Kamburu, Gitaru, Masinga, Kiambere); Examination of factors: large water volume, hard basement rock, waterfalls, deep valleys; Discussion on benefits and challenges facing the projects
|
Chalkboard; Kenya map; Textbook; Exercise book; Pen; HEP station photos if available
|
KLB Secondary Geography Form 4, Pages 97-100
|
|
| 5 | 1 |
ENERGY
|
HEP Projects in Uganda and Africa
Significance of Energy and Energy Crisis |
By the end of the
lesson, the learner
should be able to:
Compare HEP development in Uganda with Kenya; Identify major HEP projects in Africa; Analyze challenges facing African HEP development; Evaluate the significance of projects like Kariba and Akosombo |
Study of Owen Falls Dam and Uganda's renewable water resources; Analysis of major African projects: Aswan, Kariba, Akosombo, Cabora Bassa; Examination of Africa's untapped potential (43% concentration, only 3% utilization); Discussion on capital investment challenges and remote locations
|
Chalkboard; Africa map; Textbook; Exercise book; Pen; Comparative charts
Chalkboard; Textbook; Exercise book; Pen; Calculator; Economic impact charts |
KLB Secondary Geography Form 4, Pages 100-103
|
|
| 5 | 2 |
ENERGY
|
Management and Conservation of Energy
|
By the end of the
lesson, the learner
should be able to:
Explain energy management and conservation strategies; Analyze government measures to reduce oil dependence; Evaluate alternative energy solutions; Suggest practical conservation methods |
Study of energy management definition and conservation principles; Analysis of government strategies: limiting oil usage, consumer pricing, taxation policies; Examination of alternative energy promotion: solar power, windmills, biogas, coal importation; Discussion on practical conservation: energy-saving devices, public transport, proper maintenance
|
Chalkboard; Textbook; Exercise book; Pen; Energy-saving bulb if available; Conservation posters
|
KLB Secondary Geography Form 4, Pages 106-108
|
|
| 5 | 3 |
INDUSTRY
|
Introduction and Factors Influencing Industrial Location
|
By the end of the
lesson, the learner
should be able to:
Define industry and industrialisation. Distinguish between industrialised and less industrialised countries. Explain the role of capital and skilled manpower in industrial development. Account for the importance of raw materials and markets in industrial location. |
Q/A on economic activities. Teacher explains industry concepts using Kenya vs South Africa examples. Discussion on capital and skilled manpower factors. Analysis of raw material proximity and market location with local examples.
|
Chalkboard, textbook, map of Africa, exercise books
|
KLB Secondary Geography Form 4, Pages 107-112
|
|
| 5 | 4 |
INDUSTRY
|
Introduction and Factors Influencing Industrial Location
|
By the end of the
lesson, the learner
should be able to:
Define industry and industrialisation. Distinguish between industrialised and less industrialised countries. Explain the role of capital and skilled manpower in industrial development. Account for the importance of raw materials and markets in industrial location. |
Q/A on economic activities. Teacher explains industry concepts using Kenya vs South Africa examples. Discussion on capital and skilled manpower factors. Analysis of raw material proximity and market location with local examples.
|
Chalkboard, textbook, map of Africa, exercise books
|
KLB Secondary Geography Form 4, Pages 107-112
|
|
| 5 | 5 |
INDUSTRY
|
Factors Influencing Industrial Location
|
By the end of the
lesson, the learner
should be able to:
Explain the role of transport, communication, electricity and water in industrial location. Describe government policies affecting industrial location. Define industrial inertia. Give examples of personal factors in industrial location. |
Teacher exposition on infrastructure factors. Case study of Thika's industrial growth. Discussion on government policies and EPZs. Analysis of industrial inertia and personal decision factors.
|
Chalkboard, textbook, map of Kenya, exercise books
|
KLB Secondary Geography Form 4, Pages 110-113
|
|
| 6 | 1 |
INDUSTRY
|
Types of Industries - Primary, Secondary and Tertiary
|
By the end of the
lesson, the learner
should be able to:
Define and distinguish between primary, secondary and tertiary industries. Give examples of each type in Kenya. Explain manufacturing and assembly industries. Describe service industries and their characteristics. |
Teacher explains the three types of industries with examples. Discussion on manufacturing versus assembly industries. Analysis of motor vehicle assembly plants in Kenya. Students categorise local industries by type.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 113-119
|
|
| 6 | 2 |
INDUSTRY
|
Types of Industries - Primary, Secondary and Tertiary
|
By the end of the
lesson, the learner
should be able to:
Define and distinguish between primary, secondary and tertiary industries. Give examples of each type in Kenya. Explain manufacturing and assembly industries. Describe service industries and their characteristics. |
Teacher explains the three types of industries with examples. Discussion on manufacturing versus assembly industries. Analysis of motor vehicle assembly plants in Kenya. Students categorise local industries by type.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 113-119
|
|
| 6 | 3 |
INDUSTRY
|
Classification and Distribution of Industries in Kenya
|
By the end of the
lesson, the learner
should be able to:
Classify industries as heavy or light industries. Identify agricultural food processing industries in Kenya. Explain the location of tea, coffee, milk and sugar processing. Account for grain milling and beverage industries distribution. |
Discussion on heavy vs light industry classification. Analysis of agricultural food processing locations. Study of tea, coffee, milk and sugar processing distribution patterns. Examination of grain milling and beverage industries.
|
Chalkboard, textbook, map of Kenya, exercise books
|
KLB Secondary Geography Form 4, Pages 119-123
|
|
| 6 | 4 |
INDUSTRY
|
Classification and Distribution of Industries in Kenya
|
By the end of the
lesson, the learner
should be able to:
Classify industries as heavy or light industries. Identify agricultural food processing industries in Kenya. Explain the location of tea, coffee, milk and sugar processing. Account for grain milling and beverage industries distribution. |
Discussion on heavy vs light industry classification. Analysis of agricultural food processing locations. Study of tea, coffee, milk and sugar processing distribution patterns. Examination of grain milling and beverage industries.
|
Chalkboard, textbook, map of Kenya, exercise books
|
KLB Secondary Geography Form 4, Pages 119-123
|
|
| 6 | 5 |
INDUSTRY
|
Distribution of Industries in Kenya (continued)
|
By the end of the
lesson, the learner
should be able to:
Describe meat processing and non-food agricultural industries. Explain cotton, sisal, tobacco and pyrethrum processing. Account for timber and paper processing. Identify non-agricultural manufacturing industries. |
Teacher explains meat processing and agricultural non-food industries. Discussion on cotton processing from ginneries to textiles. Analysis of sisal, tobacco and pyrethrum processing locations. Study of timber and paper processing industries.
|
Chalkboard, textbook, map of Kenya, exercise books
|
KLB Secondary Geography Form 4, Pages 123-125
|
|
| 7 | 1 |
INDUSTRY
|
Manufacturing Industries and Cottage Industries
|
By the end of the
lesson, the learner
should be able to:
Describe cement production and oil refining in Kenya. Explain metal products and glass making industries. Define cottage industries and their characteristics. Identify types of cottage industries in Kenya. |
Study of cement production and oil refining locations. Discussion on metal products and glass making industries. Teacher explains cottage industries concept and characteristics. Analysis of pottery, wood carving and stone carving activities.
|
Chalkboard, textbook, map of Kenya, exercise books
|
KLB Secondary Geography Form 4, Pages 125-128
|
|
| 7 | 2 |
INDUSTRY
|
Manufacturing Industries and Cottage Industries
|
By the end of the
lesson, the learner
should be able to:
Describe cement production and oil refining in Kenya. Explain metal products and glass making industries. Define cottage industries and their characteristics. Identify types of cottage industries in Kenya. |
Study of cement production and oil refining locations. Discussion on metal products and glass making industries. Teacher explains cottage industries concept and characteristics. Analysis of pottery, wood carving and stone carving activities.
|
Chalkboard, textbook, map of Kenya, exercise books
|
KLB Secondary Geography Form 4, Pages 125-128
|
|
| 7 | 3 |
INDUSTRY
|
Jua Kali Industries and Significance of Industrialisation
|
By the end of the
lesson, the learner
should be able to:
Explain Jua Kali industries and their characteristics. Describe government support for informal sector. Outline the significance of industrialisation to Kenya. Explain employment creation and income generation. |
Discussion on Jua Kali industries and government support. Analysis of industrialisation significance including employment and income generation. Study of infrastructure development and foreign exchange benefits. Examination of balance of trade improvements.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 128-133
|
|
| 7 | 4 |
INDUSTRY
|
Jua Kali Industries and Significance of Industrialisation
|
By the end of the
lesson, the learner
should be able to:
Explain Jua Kali industries and their characteristics. Describe government support for informal sector. Outline the significance of industrialisation to Kenya. Explain employment creation and income generation. |
Discussion on Jua Kali industries and government support. Analysis of industrialisation significance including employment and income generation. Study of infrastructure development and foreign exchange benefits. Examination of balance of trade improvements.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 128-133
|
|
| 7 | 5 |
INDUSTRY
|
Significance of Industrialisation (continued) and Problems
|
By the end of the
lesson, the learner
should be able to:
Explain utilisation of natural resources and agricultural enhancement. Describe formation of trade unions and co-operatives. Identify major problems of industrialisation. Explain pollution and its environmental effects. |
Discussion on resource utilisation and trade union formation. Analysis of industrialisation problems focusing on pollution. Study of environmental effects from various industries. Brain storming on pollution control measures.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 133-135
|
|
| 8 | 1 |
INDUSTRY
|
Problems of Industrialisation and Solutions
|
By the end of the
lesson, the learner
should be able to:
Explain neglect of agriculture and unemployment issues. Describe displacement of people and rural-urban migration. Account for competition from imports and capital inadequacy. Suggest practical solutions to industrialisation problems. |
Analysis of major industrialisation problems including agriculture neglect and unemployment. Discussion on people displacement and rural-urban migration. Examination of import competition and capital shortage. Students suggest practical solutions to identified problems.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 135-142
|
|
| 8 | 2 |
INDUSTRY
|
Problems of Industrialisation and Solutions
|
By the end of the
lesson, the learner
should be able to:
Explain neglect of agriculture and unemployment issues. Describe displacement of people and rural-urban migration. Account for competition from imports and capital inadequacy. Suggest practical solutions to industrialisation problems. |
Analysis of major industrialisation problems including agriculture neglect and unemployment. Discussion on people displacement and rural-urban migration. Examination of import competition and capital shortage. Students suggest practical solutions to identified problems.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 135-142
|
|
| 8 | 3 |
INDUSTRY
|
Cottage Industry in India
|
By the end of the
lesson, the learner
should be able to:
Explain cottage industry development in India. Identify types and characteristics of Indian cottage industries. Describe factors favouring cottage industry development. Account for the significance of cottage industry to Indian economy. |
Teacher explains Indian cottage industry development and types. Discussion on characteristics and major centres. Analysis of development factors including cheap labour and local materials. Study of significance to Indian economy.
|
Chalkboard, textbook, world map, exercise books
|
KLB Secondary Geography Form 4, Pages 142-144
|
|
| 8 | 4 |
INDUSTRY
|
Cottage Industry in India (continued) and Problems
|
By the end of the
lesson, the learner
should be able to:
Explain advantages and significance of cottage industry in India. Identify problems facing cottage industries. Suggest solutions to the problems. Compare with cottage industries in Kenya. |
Discussion on advantages and economic significance of cottage industries. Analysis of problems including inadequate funds and competition. Examination of solutions through co-operatives and policies. Comparison with Kenyan cottage industries.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 144-146
|
|
| 8 | 5 |
INDUSTRY
|
Cottage Industry in India (continued) and Problems
|
By the end of the
lesson, the learner
should be able to:
Explain advantages and significance of cottage industry in India. Identify problems facing cottage industries. Suggest solutions to the problems. Compare with cottage industries in Kenya. |
Discussion on advantages and economic significance of cottage industries. Analysis of problems including inadequate funds and competition. Examination of solutions through co-operatives and policies. Comparison with Kenyan cottage industries.
|
Chalkboard, textbook, exercise books, pen/pencil
|
KLB Secondary Geography Form 4, Pages 144-146
|
|
| 9 | 1 |
INDUSTRY
|
Iron and Steel Industry in Ruhr Region of Germany
|
By the end of the
lesson, the learner
should be able to:
Locate the Ruhr Industrial Region and explain its importance. Describe factors favouring iron and steel industry development. Explain availability of raw materials (coal, iron ore, limestone). Account for geographical position and transport advantages. |
Map work locating Ruhr Region and transport routes. Teacher explains factors favouring iron and steel industry. Discussion on raw materials availability and sources. Analysis of geographical position and transport advantages via rivers and canals.
|
Chalkboard, textbook, world map, exercise books
|
KLB Secondary Geography Form 4, Pages 146-148
|
|
| 9 | 2 |
INDUSTRY
|
Iron and Steel Industry in Ruhr Region of Germany
|
By the end of the
lesson, the learner
should be able to:
Locate the Ruhr Industrial Region and explain its importance. Describe factors favouring iron and steel industry development. Explain availability of raw materials (coal, iron ore, limestone). Account for geographical position and transport advantages. |
Map work locating Ruhr Region and transport routes. Teacher explains factors favouring iron and steel industry. Discussion on raw materials availability and sources. Analysis of geographical position and transport advantages via rivers and canals.
|
Chalkboard, textbook, world map, exercise books
|
KLB Secondary Geography Form 4, Pages 146-148
|
|
| 9 | 3 |
INDUSTRY
|
Iron and Steel Industry in Ruhr Region and Car Manufacturing in Japan
|
By the end of the
lesson, the learner
should be able to:
Explain significance of iron and steel industry in Ruhr Region. Identify problems facing the region. Describe Japan's physical features and their influence on industrialisation. Explain historical factors in Japanese industrial development. |
Analysis of Ruhr industry significance and problems. Map work on Japan's physical features. Discussion on mountainous terrain limiting agriculture. Study of Meiji Era influence on industrial development and post-war focus on manufacturing.
|
Chalkboard, textbook, world map, exercise books
|
KLB Secondary Geography Form 4, Pages 148-153
|
|
| 9 | 4 |
INDUSTRY
|
Car Manufacturing and Electronics Industry in Japan
|
By the end of the
lesson, the learner
should be able to:
Explain factors favouring car and electronics industries in Japan. Identify major industrial zones and car models. Describe significance of car and electronics industries to Japanese economy. Compare Japanese industrial development with other countries studied. |
Analysis of factors favouring Japanese car and electronics industries. Discussion on major industrial zones and car models produced. Study of economic significance including foreign exchange and employment. Comparison of industrial development across Japan, Germany and India.
|
Chalkboard, textbook, world map, exercise books
|
KLB Secondary Geography Form 4, Pages 153-156
|
|
| 9 | 5 |
INDUSTRY
|
Car Manufacturing and Electronics Industry in Japan
|
By the end of the
lesson, the learner
should be able to:
Explain factors favouring car and electronics industries in Japan. Identify major industrial zones and car models. Describe significance of car and electronics industries to Japanese economy. Compare Japanese industrial development with other countries studied. |
Analysis of factors favouring Japanese car and electronics industries. Discussion on major industrial zones and car models produced. Study of economic significance including foreign exchange and employment. Comparison of industrial development across Japan, Germany and India.
|
Chalkboard, textbook, world map, exercise books
|
KLB Secondary Geography Form 4, Pages 153-156
|
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