AGRICULTURE

Introduction and Definition of Agriculture
Physical Factors: Climate
Physical Factors: Relief and Soil

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
Explain climate as highest influence factor; Describe temperature effects on crop maturity; Analyze moisture distribution for cotton and tea; Explain wind effects on crops

Q/A on local farming; Discussion on agriculture definition; List agricultural activities; Introduction to influencing factors
Review climatic elements; Discussion on pyrethrum quality and sunshine; Analysis of moisture requirements (750mm cotton); Study of Mediterranean citrus adaptation

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

KLB Secondary Geography Form 3, Pages 232-233
KLB Secondary Geography Form 3, Pages 233-236

AGRICULTURE

Biotic and Human Factors
Types of Agriculture: Simple Subsistence and Sedentary Agriculture

By the end of the lesson, the learner should be able to:
Identify biotic factors; Distinguish useful and destructive insects; Explain social factors; Analyze economic factors

Brainstorm local crop organisms; Discuss Desert Locust Control Organisation; Study on religious farming restrictions; Analyze coffee price effects

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 238-242

AGRICULTURE

Intensive Subsistence Agriculture and Plantation Agriculture
Mediterranean Agriculture, Mixed Farming, and Livestock Farming

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

KLB Secondary Geography Form 3, Pages 244-248

AGRICULTURE

Distribution of Major Cash Crops in Kenya
Tea Farming in Kenya

By the end of the lesson, the learner should be able to:
Identify cash crop locations from Figure 13.7; Explain colonial agriculture legacy; Describe government support for small-scale farmers

Review Kenya's agricultural history; Study Figure 13.7 distribution; Discuss colonial vs post-independence farming; Analyze policy changes

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 252-253

AGRICULTURE

Tea Marketing and Sugar-cane 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

KLB Secondary Geography Form 3, Pages 257-262

AGRICULTURE

Maize Growing and Cocoa in Ghana

By the end of the lesson, the learner should be able to:
Identify maize areas and Katumani variety; Describe growing conditions; Identify Ghana cocoa triangle; Explain cocoa conditions

Study Figure 13.14 maize areas; Discuss Portuguese introduction; Analyze Ghana cocoa using Figure 13.15; Cocoa processing to export

Figure 13.14 map, Maize pictures, Figure 13.15 Ghana map, Processing charts

KLB Secondary Geography Form 3, Pages 262-270

AGRICULTURE

Oil Palm in Nigeria and Coffee Farming

By the end of the lesson, the learner should be able to:
Describe oil palm areas and conditions; Identify coffee regions in Kenya; Explain growing conditions and processing

Study oil palm distribution; Analyze tenera variety yields; Coffee processing steps; Compare with Brazil's Fazendas

Oil palm pictures, Figure 13.18 coffee map, Processing charts, pH testing materials

KLB Secondary Geography Form 3, Pages 270-283

AGRICULTURE

Wheat Growing and Horticulture
Pastoral Farming and Dairy Farming

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
Describe nomadic pastoralism areas and groups; Explain characteristics; Identify dairy farming regions using Table 13.1

Study Figure 13.20 wheat areas; Analyze Canadian Prairie advantages; Discuss horticultural companies; Export market analysis
Study Figure 13.29 pastoral patterns; Discuss government improvements; Analyze Table 13.1 distribution; Study dairy breeds

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

KLB Secondary Geography Form 3, Pages 283-299
KLB Secondary Geography Form 3, Pages 299-313

AGRICULTURE

Beef Farming and Agricultural Fieldwork

By the end of the lesson, the learner should be able to:
Compare traditional and commercial beef farming; Describe Argentina's Pampas system; Plan agricultural fieldwork

Analyze KMC operations; Study Argentine estancias; Discuss Kaputiei Scheme; Practice fieldwork planning

Cattle breed pictures, Figure 13.40 Pampas map, Sample questionnaires, Data sheets

KLB Secondary Geography Form 3, Pages 313-327

LAND RECLAMATION AND REHABILITATION

Introduction and Irrigation Schemes Overview
Mwea-Tebere Irrigation Scheme - Location and Development

By the end of the lesson, the learner should be able to:
Define land reclamation and land rehabilitation; Distinguish between the two concepts; Identify major irrigation schemes in Kenya; Explain Kenya's irrigation potential and the role of NIB

Q/A on land use concepts; Teacher explanation of reclamation vs rehabilitation; Study of Kenya's 540,000 hectares potential; Examination of Table 2.1 showing 13 major schemes; Map work locating schemes

Chalkboard; Kenya map; Textbook; Notebook; Pen/pencil
Chalkboard; Kenya map; Textbook; Exercise book; Pencil; Ruler

KLB Secondary Geography Form 4, Pages 12-14

LAND RECLAMATION AND REHABILITATION

Mwea-Tebere Scheme - Management and Cultivation
Mwea-Tebere Benefits, Problems and Perkerra Scheme

By the end of the lesson, the learner should be able to:
Explain management structure and 1999 farmers' revolt; Describe rice cultivation techniques; Analyze plot preparation and water management; Calculate yields and productivity

Study of NIB role and cooperative formation; Detailed examination of paddy field preparation; Analysis of bund construction and canal systems; Discussion on 5-month growth cycle and 14 bags per hectare yield

Chalkboard; Textbook; Calculator; Exercise book; Pen
Chalkboard; Textbook; Kenya map; Exercise book; Pencil

KLB Secondary Geography Form 4, Pages 16-18

LAND RECLAMATION AND REHABILITATION

Significance and Problems of Irrigation in Kenya
Methods - Drainage, Irrigation Types and Pest Control

By the end of the lesson, the learner should be able to:
Explain significance of irrigation farming in Kenya; Analyze economic and social benefits; Identify major problems facing irrigation; Suggest solutions to irrigation challenges

Study of nine significance points including foreign exchange savings; Analysis of settlement benefits and infrastructure development; Comprehensive examination of 11 major problems; Discussion on collapsed schemes and solution strategies

Chalkboard; Textbook; Exercise book; Pen; Kenya map
Chalkboard; Textbook; Water bucket; Small stones; Exercise book

KLB Secondary Geography Form 4, Pages 22-24

LAND RECLAMATION AND REHABILITATION

Afforestation, Soil Conservation and ASAL Management
Kenya Case Studies - Lambwe Valley and Swamp Drainage

By the end of the lesson, the learner should be able to:
Distinguish between afforestation and reafforestation; Explain erosion control methods; Identify ASAL areas and their management; Describe drought-resistant crops and agroforestry

Study of tree planting and forest replacement; Analysis of terracing, gabions, and contour farming; Examination of ASAL distribution across six provinces; Discussion on drought-resistant crops and ICRAF role

Chalkboard; Kenya map; Textbook; Tree seedlings; Exercise book
Chalkboard; Kenya map; Textbook; Exercise book; Pencil

KLB Secondary Geography Form 4, Pages 29-32

LAND RECLAMATION AND REHABILITATION

Netherlands Land Reclamation - Introduction and Methods

By the end of the lesson, the learner should be able to:
Describe Netherlands geography and reclamation history; Explain the concept of polders; Analyze three main reclamation methods; Understand polder construction process

Study of Netherlands' land below sea level; Historical analysis from 13th century to modern methods; Examination of sea/marsh/lake reclamation; Step-by-step analysis of polder construction with ring canals and dykes

Chalkboard; World map; Textbook; Exercise book; Ruler

KLB Secondary Geography Form 4, Pages 37-40

LAND RECLAMATION AND REHABILITATION
LAND RECLAMATION AND REHABILITATION
FISHING

Zuyder Zee and Delta Plan Projects
Comparison and Review
Introduction and Factors Influencing Fishing - Plankton and Ocean Currents

By the end of the lesson, the learner should be able to:
Describe Zuyder Zee project development and benefits; Explain 1953 disaster and Delta Plan response; Analyze project outcomes and impacts; Evaluate flood prevention measures
Compare Kenya and Netherlands reclamation methods; Identify similarities and differences; Evaluate success factors; Synthesize all concepts and prepare for assessment

Detailed study of 1927-1932 Zuyder Zee timeline; Analysis of Great Dyke construction and five polders; Study of 1953 disaster impact; Examination of Delta Plan objectives and four estuary closures
Analysis of six similarities and five major differences; Comparative study of technology levels and approaches; Comprehensive review of all reclamation methods; Application of concepts to new scenarios and assessment preparation

Chalkboard; World map; Textbook; Exercise book; Pen
Chalkboard; Textbook; Exercise book; Pen; Kenya and world maps
Chalkboard; Textbook; Kenya and Africa maps; Exercise book; Pen/pencil

KLB Secondary Geography Form 4, Pages 40-44
KLB Secondary Geography Form 4, Pages 45-46, Review Pages 12-46

FISHING

Factors Influencing Fishing - Coastline, Capital, Technology and Market
Major World Fishing Grounds - Atlantic Ocean

By the end of the lesson, the learner should be able to:
Explain how coastline nature affects fishing; Analyze the role of capital in fishing development; Evaluate the importance of technology in fishing; Assess the influence of large markets and transport on fishing

Study of continental shelf importance and shallow waters; Analysis of sheltered coastlines and coral reef barriers; Discussion on capital requirements for commercial fishing; Examination of technology differences between developed and developing countries; Study of market and transport needs

Chalkboard; Textbook; World map; Exercise book; Pencil
Chalkboard; World map; Textbook; Exercise book; Ruler

KLB Secondary Geography Form 4, Pages 33-34

FISHING

Major World Fishing Grounds - Pacific Ocean and Comparison
Fishing Grounds in Africa - Marine and Inland Fisheries

By the end of the lesson, the learner should be able to:
Describe Pacific Ocean fishing grounds; Explain North-East and North-West Pacific characteristics; Compare Atlantic and Pacific fishing grounds; Analyze factors contributing to fishing ground development

Study of North-East Pacific (West Coast North America) salmon fishing; Analysis of North-West Pacific (North-East Asia) as world's largest fishing ground; Examination of current convergence effects; Comparison of technological advancement in different regions

Chalkboard; World map; Textbook; Exercise book; Pen
Chalkboard; Africa map; Textbook; Exercise book; Pencil

KLB Secondary Geography Form 4, Pages 37-39

FISHING

Types and Methods of Fishing
Traditional Fishing Methods

By the end of the lesson, the learner should be able to:
Distinguish between four main types of fishing; Explain pelagic and demersal fishing characteristics; Describe inshore and freshwater fishing; Compare traditional and modern fishing methods

Study of pelagic fishing (surface fish in shoals); Analysis of demersal fishing (bottom fish, large size); Examination of inshore fishing (coastal, subsistence); Discussion on freshwater fishing in various water bodies; Introduction to traditional vs modern methods

Chalkboard; Textbook; Fishing net sample; Exercise book; Pen
Chalkboard; Textbook; Basket sample; Exercise book; Pencil

KLB Secondary Geography Form 4, Pages 42-44

FISHING

Modern Fishing Methods
Fisheries in East Africa - Kenya Marine and Inland

By the end of the lesson, the learner should be able to:
Describe modern commercial fishing methods; Explain seining techniques and equipment; Analyze trawling methods and applications; Evaluate line fishing in commercial operations

Study of seining using seine nets and dory boats; Analysis of trawling with cone-shaped bags and trawlers; Examination of line fishing with multiple hooks; Discussion on advantages and disadvantages of each method; Comparison with traditional methods

Chalkboard; Textbook; Exercise book; Pen; Small rope sample
Chalkboard; Kenya map; Textbook; Exercise book; Pencil

KLB Secondary Geography Form 4, Pages 47-49

FISHING

Fish Farming in Kenya and Fishing in Tanzania/Uganda

By the end of the lesson, the learner should be able to:
Explain fish farming establishment and management; Describe fish pond construction and fish feeding; Compare fishing in Tanzania and Uganda; Analyze East African fishing patterns

Study of fish pond construction on impervious soils; Analysis of fingerling sources and fish feeding methods; Examination of tilapia, trout, and mudfish farming; Comparison of Tanzania's Lake Victoria and Tanganyika fishing; Study of Uganda's landlocked fishing advantages

Chalkboard; Kenya map; Textbook; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 53-56

FISHING

Significance and Problems of Fishing Industry in Kenya

By the end of the lesson, the learner should be able to:
Identify economic and social significance of fishing; Analyze employment and development benefits; Examine major problems facing fishing industry; Suggest solutions to fishing problems

Study of fishing as income source and employment creator; Analysis of tourist attraction and protein source benefits; Examination of transport development and port growth; Detailed study of problems (over-fishing, pollution, inadequate capital, transport, new species, weeds, dangerous animals, limited market, accidents, few cooperatives)

Chalkboard; Textbook; Exercise book; Pen; Kenya map

KLB Secondary Geography Form 4, Pages 56-60

FISHING

Fishing in Japan - Factors and Development
Management and Conservation of Fisheries

By the end of the lesson, the learner should be able to:
Explain factors making Japan a leading fishing nation; Analyze Japan's fishing advantages; Describe Japanese fishing technology and methods; Compare Japanese and Kenyan fishing
Explain the need for fisheries management; Describe conservation methods and techniques; Analyze international agreements and cooperation; Evaluate artificial fertilization and fish farming promotion

Study of Japan's rugged terrain and island nature; Analysis of extensive continental shelf and current convergence; Examination of advanced technology and ship building; Discussion on lucrative markets and large population; Comparison of similarities and differences with Kenya
Study of declining fish resources globally; Analysis of management measures (licensing, banning, size restrictions); Examination of conservation techniques (restocking, research, pollution control); Discussion on Exclusive Economic Zones (EEZ) and international cooperation; Study of artificial fertilization and fish farming promotion

Chalkboard; World map; Textbook; Exercise book; Pen
Chalkboard; Textbook; Exercise book; Pen; World map

KLB Secondary Geography Form 4, Pages 60-64
KLB Secondary Geography Form 4, Pages 64-66

WILDLIFE AND TOURISM

Definition of Wildlife and Factors Influencing Distribution
Factors Influencing Wildlife Distribution - Climate, Soils and Human Activities

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
Chalkboard; Textbook; Exercise book; Pen; Kenya map

KLB Secondary Geography Form 4, Pages 60-61

WILDLIFE AND TOURISM

Game Parks - Types and Distinctions
Distribution of Parks and Significance of Wildlife

By the end of the lesson, the learner should be able to:
Distinguish between National Parks, National Reserves, and Wildlife Sanctuaries; Explain management structures of different park types; Identify location and characteristics of major parks in East Africa; Analyze the role of government and local communities in park management

Study of three types of game parks and their legal frameworks; Analysis of management by KWS, Uganda Wildlife Authority, and Mali Hai; Discussion on community involvement in reserves vs parks; Examination of private game ranches and sanctuaries; Study of marine parks

Chalkboard; Textbook; East Africa map; Exercise book; Pencil
Chalkboard; East Africa map; Textbook; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 62-64

WILDLIFE AND TOURISM

Problems Facing Wildlife in East Africa
Wildlife Management and Conservation

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
Chalkboard; Textbook; Exercise book; Pen; Kenya map

KLB Secondary Geography Form 4, Pages 66-69

WILDLIFE AND TOURISM

Tourism - Definitions and Types
Factors Influencing Tourism in Kenya

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
Chalkboard; Textbook; Exercise book; Pen; Kenya map

KLB Secondary Geography Form 4, Pages 71-74

WILDLIFE AND TOURISM

Tourist Attractions in Kenya

By the end of the lesson, the learner should be able to:
Identify major tourist attractions in Kenya; Describe wildlife attractions and their significance; Explain scenic attractions including mountains and lakes; Analyze coastal attractions and their appeal to tourists

Study of game parks as main attractions with visitor statistics; Analysis of Mount Kenya, Rift Valley, and scenic waterfalls; Examination of prehistoric sites like Kariandusi and Olorgesailie; Discussion on coastal beaches, marine parks, and cultural activities; Study of conferences and sports tourism

Chalkboard; Textbook; Kenya map; Exercise book; Pen

KLB Secondary Geography Form 4, Pages 76-80

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

WILDLIFE AND TOURISM
ENERGY

Tourism in Switzerland and Comparison with Kenya
Definition and Types of Energy Sources
Renewable Energy Sources - Solar, Wind, Tidal and Wave
Renewable Energy Sources - Hydro, Geothermal and Biomass

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
Describe solar energy and its applications; Explain wind energy production and limitations; Analyze tidal energy harnessing; Evaluate wave energy potential and challenges

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
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; World map; Textbook; Exercise book; Pen
Chalkboard; Textbook; Exercise book; Pen/pencil; Sample solar panel if available
Chalkboard; Textbook; Exercise book; Pen; World map; Wind direction indicator if available
Chalkboard; Textbook; Exercise book; Pen; Kenya map; Charcoal sample

KLB Secondary Geography Form 4, Pages 84-87
KLB Secondary Geography Form 4, Pages 88-91

ENERGY

Non-renewable Energy Sources
Hydro-Electric Power Stations in Kenya

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
Chalkboard; Kenya map; Textbook; Exercise book; Pen; HEP station photos if available

KLB Secondary Geography Form 4, Pages 95-97

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

ENERGY
INDUSTRY

Management and Conservation of Energy
Introduction and Factors Influencing Industrial Location

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
Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 106-108

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

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

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

INDUSTRY

Distribution of Industries in Kenya (continued)
Manufacturing Industries and Cottage Industries

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.
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.

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.
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 123-125
KLB Secondary Geography Form 4, Pages 125-128

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

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

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

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

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

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

INDUSTRY

Iron and Steel Industry in Ruhr Region and Car Manufacturing in Japan
Car Manufacturing and Electronics Industry 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.
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 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.
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 148-153
KLB Secondary Geography Form 4, Pages 153-156

TRANSPORT AND COMMUNICATION

Definition of Transport and Communication

By the end of the lesson, the learner should be able to:
Define transport and communication. Give examples of transport modes for people and commodities. Explain different communication methods. Distinguish between traditional and modern communication.

Q/A on local movement of people and goods. Teacher explains transport and communication definitions. Discussion on traditional versus modern communication methods. Students identify local examples.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 136

TRANSPORT AND COMMUNICATION

Road Transport

By the end of the lesson, the learner should be able to:
Explain the importance of road transport in Africa. Describe the development of road networks. State advantages of road transport. Identify disadvantages of road transport.

Teacher explains road transport development in Africa. Discussion on road networks and trans-continental highways. Analysis of advantages and disadvantages of road transport. Students identify local road transport examples.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 136-138

TRANSPORT AND COMMUNICATION

Railway Transport

By the end of the lesson, the learner should be able to:
Explain the development of railway transport in Africa. Describe railway construction in Kenya, Uganda and Tanzania. State advantages and disadvantages of railway transport. Account for problems facing railway development.

Discussion on railway development in Africa since 19th century. Analysis of Kenya-Uganda Railway and TAZARA construction. Study of railway advantages and disadvantages. Examination of problems including gauge differences.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 138-140

TRANSPORT AND COMMUNICATION

Water Transport

By the end of the lesson, the learner should be able to:
Explain inland and marine water transport in Africa. Identify major waterways including lakes and rivers. Describe problems facing river transport. Account for the significance of marine transport.

Teacher explains inland and marine water transport. Discussion on major African waterways and ports. Analysis of river transport problems. Study of marine transport routes and significance.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 140-142

TRANSPORT AND COMMUNICATION

Water Transport (continued) and Air Transport

By the end of the lesson, the learner should be able to:
State advantages and disadvantages of water transport. Explain the development of air transport in Africa. Identify major airports and airlines. Describe advantages and disadvantages of air transport.

Analysis of water transport advantages and disadvantages. Discussion on African air transport development. Study of major airports and national airlines. Examination of air transport advantages and disadvantages.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 142-144

TRANSPORT AND COMMUNICATION

Pipelines, Lifts and Types of Communication

By the end of the lesson, the learner should be able to:
Explain pipeline transport and its uses. Describe lifts and escalators as transport modes. Identify types of communication systems. Explain print media and electronic media.

Discussion on pipeline transport for oil, gas and water. Study of lifts and escalators in buildings. Teacher explains communication types including print and electronic media. Analysis of communication development in Africa.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 144-146

TRANSPORT AND COMMUNICATION

Types of Communication (continued)
Distribution of Major Transport Lines in Africa

By the end of the lesson, the learner should be able to:
Describe telephone services and their development. Explain postal and courier services. Define facsimile and internet communication. Account for communication development in Africa.
Identify major road networks in Africa. Describe trans-continental highways. Explain railway distribution patterns. Account for airline networks and waterways.

Analysis of telephone development and mobile technology. Discussion on postal services and African Postal Union. Study of facsimile and internet technology. Examination of communication challenges in Africa.
Map work on African transport networks. Discussion on trans-continental highways and railway systems. Analysis of airline networks and major waterways. Study of transport connectivity patterns.

Chalkboard, textbook, exercise books, pen/pencil
Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 146-148
KLB Secondary Geography Form 4, Pages 148-151

TRANSPORT AND COMMUNICATION

Role of Transport and Communication in Economic Development

By the end of the lesson, the learner should be able to:
Explain acceleration of movement of goods and people. Describe creation of employment opportunities. Account for promotion of tourism. Explain expansion of trade areas and information dissemination.

Discussion on transport facilitating trade and business. Analysis of employment creation in transport sectors. Study of tourism promotion and trade expansion. Examination of information dissemination and globalisation.

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KLB Secondary Geography Form 4, Pages 151-153

TRANSPORT AND COMMUNICATION

Role of Transport and Communication (continued)

By the end of the lesson, the learner should be able to:
Explain revenue generation from transport and communication. Describe development of urban centres. Account for promotion of national image. Analyze overall economic impact.

Study of revenue generation from transport and communication. Analysis of urban development along transport routes. Discussion on national image promotion through airlines. Examination of overall economic impacts.

Chalkboard, textbook, map of Kenya, exercise books

KLB Secondary Geography Form 4, Pages 153-155

TRANSPORT AND COMMUNICATION

Problems Facing Transport and Communication in Africa

By the end of the lesson, the learner should be able to:
Explain difficult terrain as a barrier to transport development. Describe harsh environmental conditions. Account for non-navigable rivers. Identify inadequate communication facilities.

Analysis of terrain barriers including Great Rift Valley and escarpments. Discussion on harsh environments: deserts and forests. Study of river navigation problems. Examination of inadequate communication facilities.

Chalkboard, textbook, map of Africa, exercise books

KLB Secondary Geography Form 4, Pages 155-157

TRANSPORT AND COMMUNICATION

Problems Facing Transport and Communication (continued)

By the end of the lesson, the learner should be able to:
Explain the impact of civil wars on transport and communication. Describe other problems affecting development. Suggest solutions to transport and communication problems. Account for efforts being made to solve problems.

Discussion on civil wars affecting infrastructure development. Analysis of economic instability and mass destruction. Study of solutions including trans-continental highways and regional cooperation. Examination of efforts to improve transport and communication systems.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 157-159

TRANSPORT AND COMMUNICATION

Great Lakes and St. Lawrence Seaway - Introduction

By the end of the lesson, the learner should be able to:
Locate the Great Lakes of North America. Explain problems that existed before seaway construction. Describe the St. Lawrence Seaway project. Account for the project's multipurpose nature.

Map work locating Great Lakes and St. Lawrence River. Discussion on navigation problems before seaway construction. Analysis of seaway project development and timeline. Study of multipurpose objectives and international cooperation.

Chalkboard, textbook, world map, exercise books

KLB Secondary Geography Form 4, Pages 159-161

TRANSPORT AND COMMUNICATION

Great Lakes and St. Lawrence Seaway - Development

By the end of the lesson, the learner should be able to:
Describe construction developments of the seaway project. Explain by-pass canals and their functions. Account for dredging and dam construction. Identify locks and navigation improvements.

Study of seaway construction developments. Analysis of by-pass canals and their functions. Discussion on dredging operations and dam construction. Examination of locks and navigation improvements.

Chalkboard, textbook, world map, exercise books

KLB Secondary Geography Form 4, Pages 161-163

TRANSPORT AND COMMUNICATION
TRADE

Role of Great Lakes and St. Lawrence Seaway
Introduction and Types of Trade

By the end of the lesson, the learner should be able to:
Explain the role in boosting trade between USA and Canada. Describe hydro-electric power generation. Account for employment creation and tourism promotion. Analyze development of towns, agriculture and industries.
Define trade and explain its historical development. Distinguish between barter trade and money economy. Explain internal and external trade. Describe forms of internal trade including wholesalers and retailers.

Analysis of trade benefits between USA and Canada. Study of hydro-electric power generation and supply. Discussion on employment creation and tourism development. Examination of urban, agricultural and industrial development.
Q/A on local trading activities and market experiences. Teacher explains trade definition and historical development from barter to money economy. Discussion on internal versus external trade. Analysis of wholesalers, retailers, hawkers, and market systems. Students identify different types of traders in their locality.

Chalkboard, textbook, world map, exercise books
Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 163-165
KLB Secondary Geography Form 4, Pages 158-160

TRADE

Types of Trade (continued) and Factors Influencing Trade

By the end of the lesson, the learner should be able to:
Describe departmental stores, supermarkets and open-air markets. Explain bilateral and multilateral trade. Identify factors that influence trade. Account for the importance of capital, goods availability, and security in trade.

Discussion on modern retail systems and supermarket operations. Teacher explains external trade types and import/export concepts. Analysis of factors influencing trade including capital, security, and demand. Study of transport availability and market accessibility. Examination of how these factors affect local and international trade.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 160-162

TRADE

Major Exports and Imports of Kenya

By the end of the lesson, the learner should be able to:
Identify Kenya's major exports including agricultural and manufactured goods. Explain the destination of Kenyan exports. Describe Kenya's major imports and their sources. Account for Kenya's unfavorable balance of trade.

Analysis of Kenya's export products using textbook lists and figures. Discussion on export destinations especially COMESA countries. Study of import requirements and sources from different regions. Examination of trade balance data and deficit implications. Map work on Kenya's trading partners and trade flows.

Chalkboard, textbook, map of world, exercise books

KLB Secondary Geography Form 4, Pages 162-165

TRADE

Significance of Trade to Kenya

By the end of the lesson, the learner should be able to:
Explain economic growth through trade. Describe industrial growth and employment creation. Account for foreign exchange earnings and infrastructure development. Explain revenue generation through sales tax and customs duty.

Discussion on trade's role in economic and industrial development. Analysis of employment opportunities in trade sectors. Study of foreign exchange importance for development. Examination of government revenue through VAT and customs duties. Discussion on settlement development and regional cooperation through trade.

Chalkboard, textbook, exercise books, pen/pencil

KLB Secondary Geography Form 4, Pages 165-168

TRADE

Problems Facing Trade in Kenya

By the end of the lesson, the learner should be able to:
Identify problems facing trade including scarcity of goods and inadequate capital. Explain infrastructure and security challenges. Describe trade barriers and poverty effects. Account for poor market buildings and smuggling issues.

Analysis of trade problems starting with capital inadequacy and goods scarcity. Discussion on infrastructure challenges and transport difficulties. Study of security issues affecting traders and business operations. Examination of trade barriers, poverty effects, and smuggling impacts. Students suggest solutions to identified problems.

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KLB Secondary Geography Form 4, Pages 168-171

TRADE

Future of International Trade and Regional Trading Blocs Introduction

By the end of the lesson, the learner should be able to:
Explain Kenya's future trade prospects through regional membership. Describe external investments and infrastructure improvements. Introduce regional trading blocs concept. Explain COMESA formation, membership and objectives.

Discussion on Kenya's trade future through regional blocs and bilateral agreements. Analysis of Kenyan investments in neighboring countries. Study of infrastructure improvement effects on trade. Teacher explains regional trading blocs importance. Introduction to COMESA history, membership changes, and main objectives.

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KLB Secondary Geography Form 4, Pages 171-174

TRADE

COMESA, SADC and ECOWAS
European Union and Benefits/Problems of Regional Trading Blocs

By the end of the lesson, the learner should be able to:
Explain COMESA's role in member economies. Describe SADC formation, membership and economic role. Account for ECOWAS objectives and economic benefits. Compare the three regional trading blocs.

Analysis of COMESA's economic benefits including trade promotion and industrial growth. Study of SADC history from SADCC to current status and membership. Discussion on ECOWAS formation, objectives and economic roles. Comparison of different regional blocs' approaches to trade and development. Map work identifying member countries of each bloc.

Chalkboard, textbook, map of Africa, exercise books
Chalkboard, textbook, world map, exercise books

KLB Secondary Geography Form 4, Pages 174-178