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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
SOIL.
|
Soil constituents.
|
By the end of the
lesson, the learner
should be able to:
Define the term soil. Describe composition of soil. |
In groups, learners are guided to:
Q/A: review soil profile, soil structure, etc. Brief discussion. |
|
Cert. Geography
Bk III Pg 193-195 |
|
| 2 | 2 |
SOIL.
|
Soil formation.
|
By the end of the
lesson, the learner
should be able to:
Explain processes through which soil is formed. |
In groups, learners are guided to:
Q/A: review weathering. Detailed discussion & illustrative diagrams. |
|
Cert. Geography
Bk III Pg 195-6 |
|
| 2 | 3 |
SOIL.
|
Soil formation.
|
By the end of the
lesson, the learner
should be able to:
Explain processes through which soil is formed. |
In groups, learners are guided to:
Q/A: review weathering. Detailed discussion & illustrative diagrams. |
|
Cert. Geography
Bk III Pg 195-6 |
|
| 2 | 4 |
SOIL.
|
Factors of soil formation.
|
By the end of the
lesson, the learner
should be able to:
Explain factors influencing soil formation. |
In groups, learners are guided to:
Q/A & discussion. |
|
Cert. Geography
Bk III Pg 196-8 |
|
| 2 | 5 |
SOIL.
|
Properties of soil.
|
By the end of the
lesson, the learner
should be able to:
Identify characteristics of soil. |
In groups, learners are guided to:
Q/A & discussion & practical activities e.g. determining soil pH; water retention capacity, porosity, etc. |
|
Cert. Geography
Bk III Pg 198-202 |
|
| 3 | 1 |
SOIL.
|
Soil degeneration within a locality.
|
By the end of the
lesson, the learner
should be able to:
Identify types & causes of soil degeneration. |
In groups, learners are guided to:
Q/A: loss of soil fertility. Detailed discussion. Fieldwork. |
|
|
|
| 3 | 2 |
SOIL.
|
Soil degeneration.
|
By the end of the
lesson, the learner
should be able to:
Identify types & causes of soil degeneration in a specific area. |
In groups, learners are guided to:
Fieldwork. |
|
Cert. Geography
Bk III Pg 208-210 |
|
| 3 | 3 |
SOIL.
|
Agents of soil degeneration.
|
By the end of the
lesson, the learner
should be able to:
Identify agents of soil degeneration. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
|
Cert. Geography
Bk III Pg 210-1 |
|
| 3 | 4 |
SOIL.
|
Effects of soil erosion.
|
By the end of the
lesson, the learner
should be able to:
Outline effects of soil erosion. |
In groups, learners are guided to:
Brain storming; Brief discussion. |
|
Cert. Geography
Bk III Pg 211-2 |
|
| 3 | 5 |
SOIL.
|
Types of soils:
Zonal order.
|
By the end of the
lesson, the learner
should be able to:
Identify types of soils of the zonal order. State characteristics of various types of soils of the zonal order. |
In groups, learners are guided to:
Exposition & explanations. |
|
Cert. Geography
Bk III Pg 212 |
|
| 4 | 1 |
SOIL.
|
Azonal order.
|
By the end of the
lesson, the learner
should be able to:
Identify azonal order soils. State characteristics of various types of soils. |
In groups, learners are guided to:
Exposition & explanations. |
|
Cert. Geography
Bk III Pg 213 |
|
| 4 | 2 |
SOIL.
|
Azonal order.
|
By the end of the
lesson, the learner
should be able to:
Identify azonal order soils. State characteristics of various types of soils. |
In groups, learners are guided to:
Exposition & explanations. |
|
Cert. Geography
Bk III Pg 213 |
|
| 4 | 3 |
SOIL.
|
Intrazonal order.
|
By the end of the
lesson, the learner
should be able to:
Identify types of soils of the intrazonal order. State characteristics of various intrazonal order soils. |
In groups, learners are guided to:
Exposition & explanations. |
|
Cert. Geography
Bk III Pg 214 |
|
| 4 | 4 |
SOIL.
|
Soil conservation & management.
|
By the end of the
lesson, the learner
should be able to:
Identify soil conservation & management measures. |
In groups, learners are guided to:
Brief discussion & assignment. |
|
Cert. Geography
Bk III Pg 215-8 |
|
| 4 | 5 |
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. |
In groups, learners are guided to:
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 |
|
| 5 | 1 |
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. |
In groups, learners are guided to:
Supervised practice; Written exercise. |
Tabulated data.
|
KLB BOOK IV Pg 2-3
|
|
| 5 | 2 |
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. |
In groups, learners are guided to:
|
Charts ? types of age- sex pyramids.
|
KLB BOOK IV Pg 2-3
|
|
| 5 | 3 |
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. |
In groups, learners are guided to:
|
Charts ? types of age- sex pyramids.
|
KLB BOOK IV Pg 2-3
|
|
| 5 | 4 |
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. |
In groups, learners are guided to:
Expository approach: Teacher explains significance of dot value, dot size and dot location. Simple calculations. |
|
KLB BOOK IV Pg 3-4
|
|
| 5 | 5 |
STATISTICAL METHODS OF PRESENTING DATA
|
Constructing dot maps.
|
By the end of the
lesson, the learner
should be able to:
Construct dot maps. |
In groups, learners are guided to:
Exposition of steps for constructing dot maps. Practical activity- making dot maps. Supervised practice. |
Calculators, tabulated data.
|
KLB BOOK IV Pg 4-5
|
|
| 6 | 1 |
STATISTICAL METHODS OF PRESENTING DATA
|
Advantages & disadvantages of dot maps.
|
By the end of the
lesson, the learner
should be able to:
State advantages & limitations of dot maps. |
In groups, learners are guided to:
Review previous assignment. Brief discussion on construction of dot maps. Assignment. |
|
KLB BOOK IV Pg 5
|
|
| 6 | 2 |
STATISTICAL METHODS OF PRESENTING DATA
|
Choropleth maps.
|
By the end of the
lesson, the learner
should be able to:
Draw a choropleth map. |
In groups, learners are guided to:
Teacher exposes and explains new concepts related to choropleth maps. Written exercise. |
|
KLB BOOK IV Pg 6-7
|
|
| 6 | 3 |
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. |
In groups, learners are guided to:
Probing questions; Brief discussion. |
|
KLB BOOK IV Pg 7
|
|
| 6 | 4 |
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. |
In groups, learners are guided to:
Probing questions related less useful land; Brief discussion. |
map
|
KLB BOOK IV Pg 9-10
|
|
| 6 | 5 |
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. |
In groups, learners are guided to:
Probing questions; Detailed discussion on case study. |
map
|
KLB BOOK IV Pg 10-11
|
|
| 7 | 1 |
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. |
In groups, learners are guided to:
Probing questions; Detailed discussion on case study. |
map
|
KLB BOOK IV Pg 11-12
|
|
| 7 | 2 |
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. |
In groups, learners are guided to:
Q/A & brief discussion. Brain storming; Q/A & brief discussion. |
map
|
KLB BOOK IV Pg 12-13
|
|
| 7 | 3 |
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. |
In groups, learners are guided to:
Q/A & brief discussion. Brain storming; Q/A & brief discussion. |
map
|
KLB BOOK IV Pg 12-13
|
|
| 7 | 4 |
LAND RECLAMATION
|
Methods of land reclamation.
Irrigation.
|
By the end of the
lesson, the learner
should be able to:
Outline types of irrigation. |
In groups, learners are guided to:
Exposition of new concepts; Brief discussion. |
Map
|
KLB BOOK IV Pg 14-15
|
|
| 7 | 5 |
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. |
In groups, learners are guided to:
Detailed discussion with probing questions. |
|
KLB BOOK IV Pg 13,15
|
|
| 8 |
Mid term break |
|||||||
| 9 | 1 |
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. |
In groups, learners are guided to:
Exposition of new concepts; Probing questions; Brief discussion. |
map
|
KLB BOOK IV Pg 16-18
|
|
| 9 | 2 |
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. |
In groups, learners are guided to:
Expository approach & case studies on Delta Plan project. Brief discussion on benefits of the project; Topic review questions. |
|
KLB BOOK IV Pg 20-21
|
|
| 9 | 3 |
FISHING
|
Factors influencing fishing.
|
By the end of the
lesson, the learner
should be able to:
Define the terms fishing and fish-farming. Outline factors influencing fishing. |
In groups, learners are guided to:
Q/A and brief discussion on influence of presence of planktons, ocean currents, nature of coastline, capital, market and transport. Assignment. |
Map- ocean currents of Africa. |
KLB BOOK IV Pg 22-23
|
|
| 9 | 4 |
FISHING
|
Types of fish
&
Methods of fishing.
|
By the end of the
lesson, the learner
should be able to:
Identify types of fish. Outline methods of fishing. State advantages & disadvantages of specific methods of fishing. |
In groups, learners are guided to:
Teacher exposes and explains new concepts related to types of fish and fishing methods. Probing questions on advantages & disadvantages of each method. |
|
KLB BOOK IV Pg 25-28
|
|
| 9 | 5 |
FISHING
|
Types of fish
&
Methods of fishing.
|
By the end of the
lesson, the learner
should be able to:
Identify types of fish. Outline methods of fishing. State advantages & disadvantages of specific methods of fishing. |
In groups, learners are guided to:
Teacher exposes and explains new concepts related to types of fish and fishing methods. Probing questions on advantages & disadvantages of each method. |
|
KLB BOOK IV Pg 25-28
|
|
| 10 | 1 |
FISHING
|
Major fishing grounds in the world.
- Atlantic fishing grounds.
|
By the end of the
lesson, the learner
should be able to:
Account for the extensive and highly developed fish farming in the Atlantic fishing grounds. |
In groups, learners are guided to:
Discussion on Atlantic fishing grounds. |
Illustrative maps.
|
KLB BOOK IV Pg 28-32
|
|
| 10 | 2 |
FISHING
|
- Pacific fishing grounds.
|
By the end of the
lesson, the learner
should be able to:
Account for the extensive and highly developed fish farming in the Pacific fishing grounds. |
In groups, learners are guided to:
Discussion on Atlantic fishing grounds; N.E. Asia, West America. |
Illustrative maps.
|
KLB BOOK IV Pg 32-33
|
|
| 10 | 3 |
FISHING
|
- Pacific fishing grounds.
|
By the end of the
lesson, the learner
should be able to:
Account for the extensive and highly developed fish farming in the Pacific fishing grounds. |
In groups, learners are guided to:
Discussion on Atlantic fishing grounds; N.E. Asia, West America. |
Illustrative maps.
|
KLB BOOK IV Pg 32-33
|
|
| 10 | 4 |
FISHING
|
Fishing grounds in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify major fishing grounds in Africa. |
In groups, learners are guided to:
Descriptive approach. Assignment method. |
Illustrative maps ? fishing grounds in Africa.
|
KLB BOOK IV Pg 33-35
|
|
| 10 | 5 |
FISHING
|
Fishing in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Describe marine fishing and inland fishing in Kenya. |
In groups, learners are guided to:
Q/A & brief discussion. Superficial case studies. |
Map: drainage system in Kenya.
|
KLB BOOK IV Pg 35-38.
|
|
| 11 | 1 |
FISHING
|
Fish farming in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Cite significance of fish farming in Kenya and reasons why it should be encouraged. State advantages & disadvantages of fish farming compared to other farming methods. Describe establishment of fish farming in Kenya. |
In groups, learners are guided to:
Brain storming, Brief discussion. |
|
KLB BOOK IV Pg 38-40
|
|
| 11 | 2 |
FISHING
|
Fish farming in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Cite significance of fish farming in Kenya and reasons why it should be encouraged. State advantages & disadvantages of fish farming compared to other farming methods. Describe establishment of fish farming in Kenya. |
In groups, learners are guided to:
Brain storming, Brief discussion. |
|
KLB BOOK IV Pg 38-40
|
|
| 11 | 3 |
FISHING
|
Problems associated with fishing industry in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify problems associated with fishing industry. Suggest possible solutions to the problems. |
In groups, learners are guided to:
Brain storming, Brief discussion. |
Map
|
KLB BOOK IV Pg 40
|
|
| 11 | 4 |
FISHING
|
Management and conservation of fisheries in Kenya.
Fishing in Tanzania. |
By the end of the
lesson, the learner
should be able to:
Outline some measures involved in the management and conservation of fisheries in Kenya. |
In groups, learners are guided to:
Brief discussion on management and conservation measures. |
Map: drainage system in Tanzania.
|
KLB BOOK IV pg 40
|
|
| 11 | 5 |
FISHING
|
Fishing in Uganda.
|
By the end of the
lesson, the learner
should be able to:
Describe marine fishing and inland fishing in Uganda. |
In groups, learners are guided to:
Q/A & brief discussion. Superficial case studies. |
Map: drainage systems in Uganda.
|
KLB BOOK IV
Pg 41-43 |
|
| 12 | 1 |
FISHING
|
Fishing in Japan.
|
By the end of the
lesson, the learner
should be able to:
Account for establishment and development of fishing in Japan. |
In groups, learners are guided to:
Case study. |
Map showing location of Japan.
|
KLB BOOK IV
Pg 47-48 |
|
| 12 | 2 |
FISHING
|
Fishing in Japan.
|
By the end of the
lesson, the learner
should be able to:
Account for establishment and development of fishing in Japan. |
In groups, learners are guided to:
Case study. |
Map showing location of Japan.
|
KLB BOOK IV
Pg 47-48 |
|
| 12 | 3 |
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. |
In groups, learners are guided to:
Detailed discussion. Q/A and brief discussion. |
Map: distribution of major game parks in East Africa. |
KLB BOOK IV
Pg 50-52 |
|
| 12 | 4 |
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. |
In groups, learners are guided to:
Locating Game Parks in East Africa on the map; Discuss distribution of the Game Parks. |
Map
|
KLB BOOK IV
Pg 52-53 |
|
| 12 | 5 |
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. |
In groups, learners are guided to:
Oral questions; Explanations and open discussion. |
Map
|
KLB BOOK IV
Pg 54-57 |
|
| 13 |
End term exams |
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