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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
CLIMATE (2) WORLD CLIMATIC REGIONS.
|
Warm climates.
|
By the end of the
lesson, the learner
should be able to:
Identify types of warm climates. State characteristics of warm climates. |
Exposition of new concepts, explanations and Q/A.
Assignment: rainfall-temperature graphs |
|
KLB
GEOGRAPHY BOOK PAGES 84-85 |
|
| 2 | 3 |
CLIMATE (2) WORLD CLIMATIC REGIONS.
|
Cool & cold climates.
|
By the end of the
lesson, the learner
should be able to:
Identify types of cool climates. State characteristics of cool climates. |
Exposition of new concepts, explanations and Q/A.
Assignment: rainfall-temperature graphs. |
|
KLB
GEOGRAPHY BOOK PAGES 84-86 |
|
| 3 | 1 |
CLIMATE (2) WORLD CLIMATIC REGIONS.
|
Mountain climates.
|
By the end of the
lesson, the learner
should be able to:
State characteristics of mountain climates. |
Exposition of new concepts, explanations and Q/A.
Assignment: rainfall-temperature graphs. |
|
KLB
GEOGRAPHY BOOK PAGE 91 |
|
| 3 | 2 |
CLIMATE (2) WORLD CLIMATIC REGIONS.
FORESTRY |
Microclimates.
Natural and planted forests. |
By the end of the
lesson, the learner
should be able to:
Identify human activities largely responsible for development of local climates. |
Brief discussion. Assignment. |
Photographs: natural and derived forests.
|
KLB
GEOGRAPHY BOOK pg 93 |
|
| 3 | 3 |
FORESTRY
|
Types of natural forests.
|
By the end of the
lesson, the learner
should be able to:
Describe types of natural forests. State characteristics of trees in particular types of forests. |
Q/A & descriptive aPagesroach.
|
Photographs: vegetation in various types of forests.
|
KLB
GEOGRAPHY BOOK PAGES 127-128 |
|
| 4 | 1 |
FORESTRY
|
Importance of forests and forests? products.
|
By the end of the
lesson, the learner
should be able to:
Identify importance of forests and forests? products. |
Q/A & discussion: economic, environmental, cultural values of forests.
|
|
KLB
GEOGRAPHY BOOK PAGE 129 |
|
| 4 | 2 |
FORESTRY
|
Problems facing forestry in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify the problems facing forestry in Kenya. |
Q/A & detailed discussion.
|
Newspaper cuttings & photographs illustrating some problems facing forestry in Kenya.
|
KLB
GEOGRAPHY BOOK PAGE 130 |
|
| 4 | 3 |
FORESTRY
|
Management and conservation of forests.
|
By the end of the
lesson, the learner
should be able to:
Describe management and conservation practices carried out in Kenya. State the importance of management and conservation of forests. |
Discussion: measures taken to manage and conserve forests and their importance.
|
|
KLB
GEOGRAPHY BOOK PAGES 130-131 |
|
| 5 | 1 |
FORESTRY
|
Softwood forests in Kenya and Canada.
|
By the end of the
lesson, the learner
should be able to:
Compare and contrast development of softwood forests in Kenya and in Canada. Identify factors favouring / militating against exploitation of softwoods in both countries. Identify benefits of softwoods. |
|
Map ? location of Canada.
|
KLB
GEOGRAPHY BOOK PAGES 132-135 |
|
| 5 | 2 |
FORESTRY
|
Softwood forests in Kenya and Canada.
|
By the end of the
lesson, the learner
should be able to:
Compare and contrast development of softwood forests in Kenya and in Canada. Identify factors favouring / militating against exploitation of softwoods in both countries. Identify benefits of softwoods. |
|
Map ? location of Canada.
|
KLB
GEOGRAPHY BOOK PAGES 132-135 |
|
| 5 | 3 |
The Hydrological Cycle
|
Introduction and Definition
|
By the end of the
lesson, the learner
should be able to:
Define hydrological cycle as endless circulation of water from oceans to atmosphere to land Explain role of sun as energy source driving the cycle Identify components: inputs, outputs, transfers and storages Describe hydrological cycle as complete balanced system |
Q/A session using questions about water disappearance and return; Discussion of water circulation from sky to land to ocean; Exposition of hydrological cycle definition; Analysis of Figure 5.1 showing complete cycle; Study of system components and energy source
|
Figure 5.1 hydrological cycle diagram, Water circulation demonstrations, System component charts
|
Secondary Geography Form 3 Student's Book, Pages 63
|
|
| 6 | 1 |
The Hydrological Cycle
|
Input and Output Processes
|
By the end of the
lesson, the learner
should be able to:
Identify precipitation as main input in various forms: dew, rainfall, mist, snow, fog Explain evaporation as physical process of moisture loss to atmosphere Describe transpiration as biological process of water loss from plants Analyze factors affecting evaporation and transpiration rates |
Exposition of precipitation forms and conditions for occurrence; Detailed discussion of evaporation process and factors: humidity, temperature, wind, sunshine hours, water characteristics; Analysis of transpiration through stomata and lenticles; Study of evapotranspiration as combined process
|
Precipitation examples, Evaporation demonstration materials, Plant samples showing stomata, Factor analysis charts
|
Secondary Geography Form 3 Student's Book, Pages 63-65
|
|
| 6 | 2 |
The Hydrological Cycle
|
Input and Output Processes
|
By the end of the
lesson, the learner
should be able to:
Identify precipitation as main input in various forms: dew, rainfall, mist, snow, fog Explain evaporation as physical process of moisture loss to atmosphere Describe transpiration as biological process of water loss from plants Analyze factors affecting evaporation and transpiration rates |
Exposition of precipitation forms and conditions for occurrence; Detailed discussion of evaporation process and factors: humidity, temperature, wind, sunshine hours, water characteristics; Analysis of transpiration through stomata and lenticles; Study of evapotranspiration as combined process
|
Precipitation examples, Evaporation demonstration materials, Plant samples showing stomata, Factor analysis charts
|
Secondary Geography Form 3 Student's Book, Pages 63-65
|
|
| 6 | 3 |
The Hydrological Cycle
|
Internal Transfer Processes
|
By the end of the
lesson, the learner
should be able to:
Explain interception as first contact of rain with vegetation Describe runoff as overland flow when ground cannot absorb water Define infiltration as vertical water absorption through soil pores Distinguish percolation as movement through underlying rock layers |
Study of interception storage and through fall processes; Analysis of surface storage and ground saturation; Discussion of runoff conditions and overland flow; Examination of infiltration capacity and factors; Study of percolation leading to underground water storage
|
Vegetation interception examples, Runoff demonstration materials, Soil infiltration samples, Percolation process diagrams
|
Secondary Geography Form 3 Student's Book, Pages 65-66
|
|
| 7 | 1 |
The Hydrological Cycle
|
Storage Processes and Significance
|
By the end of the
lesson, the learner
should be able to:
Identify surface water storage: seas, oceans, lakes, swamps Describe ground water storage above impermeable rocks creating water table Explain cryosphere as water stored in ice-covered regions Analyze significance of hydrological cycle in ecological balance and distribution |
Discussion of surface water storage through rivers to seas and lakes; Analysis of ground water formation through percolation and infiltration; Study of cryosphere as fresh water store; Examination of cycle significance: ecological balance, rainfall formation, atmospheric unity, oxygen-carbon cycle, water distribution
|
Water storage examples, Ground water table diagrams, Ice storage examples, Significance analysis charts
|
Secondary Geography Form 3 Student's Book, Pages 66-67
|
|
| 7 | 2 |
The Hydrological Cycle
|
Storage Processes and Significance
|
By the end of the
lesson, the learner
should be able to:
Identify surface water storage: seas, oceans, lakes, swamps Describe ground water storage above impermeable rocks creating water table Explain cryosphere as water stored in ice-covered regions Analyze significance of hydrological cycle in ecological balance and distribution |
Discussion of surface water storage through rivers to seas and lakes; Analysis of ground water formation through percolation and infiltration; Study of cryosphere as fresh water store; Examination of cycle significance: ecological balance, rainfall formation, atmospheric unity, oxygen-carbon cycle, water distribution
|
Water storage examples, Ground water table diagrams, Ice storage examples, Significance analysis charts
|
Secondary Geography Form 3 Student's Book, Pages 66-67
|
|
| 7 | 3 |
The Hydrological Cycle
|
Storage Processes and Significance
|
By the end of the
lesson, the learner
should be able to:
Identify surface water storage: seas, oceans, lakes, swamps Describe ground water storage above impermeable rocks creating water table Explain cryosphere as water stored in ice-covered regions Analyze significance of hydrological cycle in ecological balance and distribution |
Discussion of surface water storage through rivers to seas and lakes; Analysis of ground water formation through percolation and infiltration; Study of cryosphere as fresh water store; Examination of cycle significance: ecological balance, rainfall formation, atmospheric unity, oxygen-carbon cycle, water distribution
|
Water storage examples, Ground water table diagrams, Ice storage examples, Significance analysis charts
|
Secondary Geography Form 3 Student's Book, Pages 66-67
|
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