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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REPORING BACK AND REVISION OF END OF YEAR EXAMINATION |
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| 2 | 1 |
ACTION OF WATER IN LIMESTONE AREAS.
|
Surface and underground water.
|
By the end of the
lesson, the learner
should be able to:
Describe processes leading to surface and underground water. |
Probing questions on sources of water, infiltration of water, etc. Brief discussion. |
|
Cert. Geography
Bk III Pg 154 |
|
| 2 | 2 |
ACTION OF WATER IN LIMESTONE AREAS.
|
Occurrence of underground water.
Significance of underground water. |
By the end of the
lesson, the learner
should be able to:
Explain factors, which affect the occurrence of underground water. Identify features resulting from underground water. Explain the importance of underground water. Outline significance of underground water. |
Exposition & explanations.
Probing questions. Brief discussion and probing questions. |
|
Cert. Geography
Bk III Pg 155-8 |
|
| 2 | 3 |
ACTION OF WATER IN LIMESTONE AREAS.
|
Karst landscape.
|
By the end of the
lesson, the learner
should be able to:
Describe development of a Karst landscape. |
Explanations and illustrative diagrams.
|
|
Cert. Geography
Bk III Pg 159 |
|
| 2 | 4 |
ACTION OF WATER IN LIMESTONE AREAS.
|
Karst features.
|
By the end of the
lesson, the learner
should be able to:
Identify Karst features on the surface and underground. Explain the significance of Karst features. |
Explanations and illustrative diagrams;
Q/A & brief discussion. |
|
Cert. Geography
Bk III Pg 160-163 |
|
| 2 | 5 |
GLACIATION
|
Types of glaciers.
|
By the end of the
lesson, the learner
should be able to:
Define the terms glaciation and glacier. Identify types of glaciers. |
Brief discussion. |
|
Cert. Geography
Bk III Pg 1164-5 |
|
| 3 | 1 |
GLACIATION
|
Processes of glaciation and resultant features.
|
By the end of the
lesson, the learner
should be able to:
Describe the processes of glacial erosion, transportation and deposition. |
Probing questions &
Drawing illustrative diagrams. |
Illustrative diagrams.
|
Cert. Geography
Bk III Pg 166 |
|
| 3 | 2 |
GLACIATION
|
Glaciation in highland areas.
|
By the end of the
lesson, the learner
should be able to:
Identify features formed by glaciation in highland areas. Describe formation of features by glaciation in highlands. |
Exposition & explanations.
Drawing diagrams. |
Illustrative diagrams.
|
Cert. Geography
Bk III Pg 166-8 |
|
| 3 | 3 |
GLACIATION
|
Glaciation in highland areas.
|
By the end of the
lesson, the learner
should be able to:
Identify features formed by glaciation in highland areas. Describe formation of features by glaciation in highlands. |
Exposition & explanations.
Drawing diagrams. |
Illustrative diagrams.
|
Cert. Geography
Bk III Pg 166-8 |
|
| 3 | 4 |
GLACIATION
|
Glaciation in lowland areas.
|
By the end of the
lesson, the learner
should be able to:
Identify features formed by glaciation in lowland areas. Describe formation of features by glaciation in lowland areas. |
Exposition & explanations.
Drawing diagrams. |
Illustrative diagrams.
|
Cert. Geography
Bk III Pg 172-3 |
|
| 3 | 5 |
GLACIATION
|
Significance of glaciation.
|
By the end of the
lesson, the learner
should be able to:
Highlight significance of glaciation. |
Q/A and brief discussion.
|
|
Cert. Geography
Bk III Pg 175-6 |
|
| 4 | 1 |
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 |
|
| 4 | 2 |
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
|
|
| 4 | 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. |
|
Charts ? types of age- sex pyramids.
|
KLB BOOK IV Pg 2-3
|
|
| 4 | 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. |
Expository approach:
Teacher explains significance of dot value, dot size and dot location. Simple calculations. |
|
KLB BOOK IV Pg 3-4
|
|
| 4 | 5 |
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
|
|
| 5 | 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. |
Review previous assignment.
Brief discussion on construction of dot maps. Assignment. |
|
KLB BOOK IV Pg 5
|
|
| 5 | 2 |
STATISTICAL METHODS OF PRESENTING DATA
|
Choropleth maps.
|
By the end of the
lesson, the learner
should be able to:
Draw a choropleth map. |
Teacher exposes and explains new concepts related to choropleth maps.
Written exercise. |
|
KLB BOOK IV Pg 6-7
|
|
| 5 | 3 |
STATISTICAL METHODS OF PRESENTING DATA
LAND RECLAMATION |
Advantages & disadvantages of choropleth maps.
Introduction. Irrigation schemes in Kenya. |
By the end of the
lesson, the learner
should be able to:
State advantages & disadvantages of chloropleth maps. Define the terms land reclamation and land rehabilitation. Identify various irrigation schemes in Kenya. |
Probing questions;
Brief discussion. Probing questions related less useful land; |
map
|
KLB BOOK IV Pg 7
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 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
|
|
| 7 | 1 |
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. |
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
|
|
| 7 | 2 |
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. |
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
|
|
| 7-8 |
MID TERM EXAMINATION AND MID TERM BREAK |
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| 8 | 4 |
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. |
Discussion on Atlantic fishing grounds.
|
Illustrative maps.
|
KLB BOOK IV Pg 28-32
|
|
| 8 | 5 |
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. |
Discussion on Atlantic fishing grounds.
|
Illustrative maps.
|
KLB BOOK IV Pg 28-32
|
|
| 9 | 1 |
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. |
Discussion on Atlantic fishing grounds;
N.E. Asia, West America. |
Illustrative maps.
|
KLB BOOK IV Pg 32-33
|
|
| 9 | 2 |
FISHING
|
Fishing grounds in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify major fishing grounds in Africa. |
Descriptive approach.
Assignment method. |
Illustrative maps ? fishing grounds in Africa.
|
KLB BOOK IV Pg 33-35
|
|
| 9 | 3 |
FISHING
|
Fishing in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Describe marine fishing and inland fishing in Kenya. |
Q/A & brief discussion.
Superficial case studies. |
Map: drainage system in Kenya.
|
KLB BOOK IV Pg 35-38.
|
|
| 9 | 4 |
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. |
Brain storming,
Brief discussion. |
|
KLB BOOK IV Pg 38-40
|
|
| 9 | 5 |
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. |
Brain storming,
Brief discussion. |
Map
|
KLB BOOK IV Pg 40
|
|
| 10 | 1 |
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. Describe marine fishing and inland fishing in Tanzania. |
Brief discussion on management and conservation measures.
Q/A & brief discussion. Superficial case studies. |
Map: drainage system in Tanzania.
|
KLB BOOK IV pg 40
|
|
| 10 | 2 |
FISHING
|
Fishing in Uganda.
|
By the end of the
lesson, the learner
should be able to:
Describe marine fishing and inland fishing in Uganda. |
Q/A & brief discussion.
Superficial case studies. |
Map: drainage systems in Uganda.
|
KLB BOOK IV
Pg 41-43 |
|
| 10 | 3 |
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. |
Case study.
|
Map showing location of Japan.
|
KLB BOOK IV
Pg 47-48 |
|
| 10 | 4 |
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. |
Case study.
|
Map showing location of Japan.
|
KLB BOOK IV
Pg 47-48 |
|
| 10 | 5 |
WILDLIFE AND TOURISM
|
Distribution of wildlife in East Africa.
Game Parks 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. Identify major national parks, national reserves and game sanctuaries in East Africa. |
Detailed discussion.
Q/A and brief discussion. Locating Game Parks in East Africa on the map; Discuss distribution of the Game Parks. |
Map: distribution of major game parks in East Africa.
Map |
KLB BOOK IV
Pg 50-52 |
|
| 11 | 1 |
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 |
|
| 11 | 2 |
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 |
|
| 11 | 3 |
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 |
|
| 11 | 4 |
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 |
|
| 11 | 5 |
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 |
|
| 12 | 1 |
ENERGY
|
Geothermal power projects in Africa.
Energy crisis. |
By the end of the
lesson, the learner
should be able to:
Identify major geothermal power sites in Africa. Explain some emerging issues related to energy crisis. |
Brief case study on Kariba and Akosombo dams.
Brief discussion & probing questions. |
Map- HEP power projects in Africa.
|
KLB BOOK IV
Pg 86-87 |
|
| 12 | 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 |
|
| 12 | 2-3 |
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 |
|
| 12-13 |
END OF TERM ONE EXAMINATION AND CLOSING FOR APRIL HOLIDAYS |
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