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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
External Land Forming Processes
|
Chemical Weathering Processes - Solution and Hydrolysis
|
By the end of the
lesson, the learner
should be able to:
Define chemical weathering as actual decay involving chemical reactions Explain solution affecting rocks with soluble minerals Describe hydrolysis as major process in feldspar decay Analyze chemical equations and products of hydrolysis |
Exposition of chemical weathering in humid climates; Discussion of solution process and salt pan formation; Detailed analysis of hydrolysis chemical equation; Study of feldspar breakdown products: clay minerals, potassium carbonate, silica; Examples from North Eastern Kenya, Etosha Pan, Makgadikgadi
|
Chemical equation charts, Examples of salt pans, Rock samples containing feldspar, Areas showing hydrolysis: Wundanyi, Bunyore
|
Secondary Geography Form 3 Student's Book, Pages 51-53
|
|
| 1 | 3 |
External Land Forming Processes
|
Chemical Weathering Processes - Solution and Hydrolysis
|
By the end of the
lesson, the learner
should be able to:
Define chemical weathering as actual decay involving chemical reactions Explain solution affecting rocks with soluble minerals Describe hydrolysis as major process in feldspar decay Analyze chemical equations and products of hydrolysis |
Exposition of chemical weathering in humid climates; Discussion of solution process and salt pan formation; Detailed analysis of hydrolysis chemical equation; Study of feldspar breakdown products: clay minerals, potassium carbonate, silica; Examples from North Eastern Kenya, Etosha Pan, Makgadikgadi
|
Chemical equation charts, Examples of salt pans, Rock samples containing feldspar, Areas showing hydrolysis: Wundanyi, Bunyore
|
Secondary Geography Form 3 Student's Book, Pages 51-53
|
|
| 1 | 4 |
External Land Forming Processes
|
Chemical Weathering Processes - Solution and Hydrolysis
|
By the end of the
lesson, the learner
should be able to:
Define chemical weathering as actual decay involving chemical reactions Explain solution affecting rocks with soluble minerals Describe hydrolysis as major process in feldspar decay Analyze chemical equations and products of hydrolysis |
Exposition of chemical weathering in humid climates; Discussion of solution process and salt pan formation; Detailed analysis of hydrolysis chemical equation; Study of feldspar breakdown products: clay minerals, potassium carbonate, silica; Examples from North Eastern Kenya, Etosha Pan, Makgadikgadi
|
Chemical equation charts, Examples of salt pans, Rock samples containing feldspar, Areas showing hydrolysis: Wundanyi, Bunyore
|
Secondary Geography Form 3 Student's Book, Pages 51-53
|
|
| 1 | 5 |
External Land Forming Processes
|
Chemical Weathering - Oxidation, Carbonation and Hydration
|
By the end of the
lesson, the learner
should be able to:
Explain oxidation process in iron-containing rocks Describe carbonation affecting calcium carbonate rocks Analyze hydration as water absorption causing rock expansion Identify areas and examples of these weathering processes |
Study of oxidation chemical equation and ferric oxide formation; Analysis of carbonation process using chemical equation; Discussion of limestone dissolution and calcium bicarbonate formation; Explanation of hydration process and spheroidal weathering; Examples from coastal limestone areas: Kambe, Bamburi, Kilifi
|
Chemical equation demonstrations, Rock samples showing oxidation effects, Limestone samples, Examples of spheroidal weathering in basalt
|
Secondary Geography Form 3 Student's Book, Pages 53-56
|
|
| 2 |
CONTINUOUS ASSESSMENT 1 |
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| 2 | 3 |
External Land Forming Processes
|
Chemical Weathering Results and Biological Weathering
|
By the end of the
lesson, the learner
should be able to:
Identify formation of tors through deep weathering processes Explain biological weathering through plant action Describe animal contributions to weathering Analyze human activities causing weathering |
Analysis of tor formation using Figure 3.9; Study of examples: Bunyore, Maragoli, Amukura, Taita Hills, Lukenya, Mavoloni; Detailed discussion of tree root action using Figure 3.10; Examination of plant chemical contributions: algae, mosses, lichen; Analysis of animal effects: cattle pressure, burrowing, chemical excretions
|
Figure 3.9 tors examples, Figure 3.10 tree root action, Examples of biological weathering in local environment, Human activity examples
|
Secondary Geography Form 3 Student's Book, Pages 56-58
|
|
| 2 | 4 |
External Land Forming Processes
|
Significance of Weathering and Economic Importance
|
By the end of the
lesson, the learner
should be able to:
Explain weathering importance in soil formation processes Describe weathering role in quarrying and construction industries Identify weathering creating tourist attractions Analyze economic products from weathering: bauxite, kaolite, clay |
Exposition of weathering as initial stage in soil formation; Discussion of quarrying importance for building and construction; Analysis of tourist attractions: Kit Mikayi, Crying Stone using Figure 3.12; Study of economic products: bauxite from hydrolysis, kaolite from granite rotting, clay for pottery and bricks
|
Figure 3.12 Crying Stone of Kakamega, Examples of weathering tourist sites, Economic product samples, Engineering consideration examples
|
Secondary Geography Form 3 Student's Book, Pages 60-61
|
|
| 2 | 5 |
External Land Forming Processes
|
Significance of Weathering and Economic Importance
|
By the end of the
lesson, the learner
should be able to:
Explain weathering importance in soil formation processes Describe weathering role in quarrying and construction industries Identify weathering creating tourist attractions Analyze economic products from weathering: bauxite, kaolite, clay |
Exposition of weathering as initial stage in soil formation; Discussion of quarrying importance for building and construction; Analysis of tourist attractions: Kit Mikayi, Crying Stone using Figure 3.12; Study of economic products: bauxite from hydrolysis, kaolite from granite rotting, clay for pottery and bricks
|
Figure 3.12 Crying Stone of Kakamega, Examples of weathering tourist sites, Economic product samples, Engineering consideration examples
|
Secondary Geography Form 3 Student's Book, Pages 60-61
|
|
| 3 | 1 |
Mass Wasting
|
Introduction, Definition and Factors Influencing Mass Wasting
|
By the end of the
lesson, the learner
should be able to:
Define mass wasting as downward movement of weathered material under gravity Distinguish between mass wasting and mass movement Explain factors influencing mass wasting: slope, material nature, climate, vegetation Analyze crustal forces and human activities effects |
Q/A session reviewing weathering from previous chapter; Exposition of mass wasting concept and gravity influence; Discussion of water's role in overcoming resistance; Brain storming on factors affecting movement: slope angle, rock types, climate effects, vegetation role, human activities
|
Charts showing gravity effects, Slope demonstrations, Rock samples, Climate charts, Examples of human activities
|
Secondary Geography Form 3 Student's Book, Pages 53-54
|
|
| 3 | 2 |
Mass Wasting
|
Introduction, Definition and Factors Influencing Mass Wasting
|
By the end of the
lesson, the learner
should be able to:
Define mass wasting as downward movement of weathered material under gravity Distinguish between mass wasting and mass movement Explain factors influencing mass wasting: slope, material nature, climate, vegetation Analyze crustal forces and human activities effects |
Q/A session reviewing weathering from previous chapter; Exposition of mass wasting concept and gravity influence; Discussion of water's role in overcoming resistance; Brain storming on factors affecting movement: slope angle, rock types, climate effects, vegetation role, human activities
|
Charts showing gravity effects, Slope demonstrations, Rock samples, Climate charts, Examples of human activities
|
Secondary Geography Form 3 Student's Book, Pages 53-54
|
|
| 3 | 3 |
Mass Wasting
|
Introduction, Definition and Factors Influencing Mass Wasting
|
By the end of the
lesson, the learner
should be able to:
Define mass wasting as downward movement of weathered material under gravity Distinguish between mass wasting and mass movement Explain factors influencing mass wasting: slope, material nature, climate, vegetation Analyze crustal forces and human activities effects |
Q/A session reviewing weathering from previous chapter; Exposition of mass wasting concept and gravity influence; Discussion of water's role in overcoming resistance; Brain storming on factors affecting movement: slope angle, rock types, climate effects, vegetation role, human activities
|
Charts showing gravity effects, Slope demonstrations, Rock samples, Climate charts, Examples of human activities
|
Secondary Geography Form 3 Student's Book, Pages 53-54
|
|
| 3 | 4 |
Mass Wasting
|
Introduction, Definition and Factors Influencing Mass Wasting
|
By the end of the
lesson, the learner
should be able to:
Define mass wasting as downward movement of weathered material under gravity Distinguish between mass wasting and mass movement Explain factors influencing mass wasting: slope, material nature, climate, vegetation Analyze crustal forces and human activities effects |
Q/A session reviewing weathering from previous chapter; Exposition of mass wasting concept and gravity influence; Discussion of water's role in overcoming resistance; Brain storming on factors affecting movement: slope angle, rock types, climate effects, vegetation role, human activities
|
Charts showing gravity effects, Slope demonstrations, Rock samples, Climate charts, Examples of human activities
|
Secondary Geography Form 3 Student's Book, Pages 53-54
|
|
| 3 | 5 |
Mass Wasting
|
Slow Mass Wasting Processes
|
By the end of the
lesson, the learner
should be able to:
Define soil creep as slow movement involving fine soil particles Describe scree (talus) creep as angular waste rock movement on mountains Explain solifluction as gravitational flow of water-saturated materials Identify triggers, evidence and effects of slow mass wasting processes |
Exposition of soil creep using Figure 4.1 showing effects and evidence; Discussion of triggering factors and infrastructure impacts; Study of scree creep using Figure 4.2 from mountain examples; Analysis of solifluction using Figure 4.3 in cold climates; Examples from Mount Kenya, Kilimanjaro, and local areas
|
Figures 4.1, 4.2, 4.3, Examples from mountains, Soil movement demonstrations, Cold climate examples
|
Secondary Geography Form 3 Student's Book, Pages 54-56
|
|
| 4 | 1 |
Mass Wasting
|
Rapid Mass Wasting - Earthflows, Mudflows and Avalanches
|
By the end of the
lesson, the learner
should be able to:
Describe earthflows in humid areas with shallow scars and terminal points Explain mudflows as super-saturated material with high water content Define avalanches as gravitational fall of ice and rock material Analyze factors influencing rapid movements and compare characteristics |
Study of earthflows using Figure 4.4; Analysis of mudflow formation, factors and examples from North Eastern Kenya; Discussion of avalanche characteristics in temperate regions; Comparison of movement speeds, water content and locations; Examples from volcanic slopes and arctic regions
|
Figure 4.4 earthflows, Mudflow examples, Avalanche examples from temperate regions, Factor comparison charts
|
Secondary Geography Form 3 Student's Book, Pages 56-57
|
|
| 4 | 2 |
Mass Wasting
|
Landslides - Types and Characteristics
|
By the end of the
lesson, the learner
should be able to:
Explain landslides as sudden movement with small water content Describe slump as intermittent movement with backward rotation Distinguish debris slide, debris fall, rock fall and rock slide characteristics Analyze examples from Kenya and East Africa: Fort Portal, Limuru-Longonot, road cuttings |
Introduction to landslide causes and triggering factors; Study of slump development using Figures 4.5 and 4.6; Analysis of debris movements and rock movements; Examination of Kenyan examples: Kabarnet-Iten, Mwatate-Wundanyi, Kaseve roads; Discussion of infrastructure impacts and geological plane movements
|
Figures 4.5, 4.6 slump examples, Road cutting examples, Rock samples, Examples from Uganda and Kenya
|
Secondary Geography Form 3 Student's Book, Pages 57-60
|
|
| 4 | 3 |
Mass Wasting
|
Landslides - Types and Characteristics
|
By the end of the
lesson, the learner
should be able to:
Explain landslides as sudden movement with small water content Describe slump as intermittent movement with backward rotation Distinguish debris slide, debris fall, rock fall and rock slide characteristics Analyze examples from Kenya and East Africa: Fort Portal, Limuru-Longonot, road cuttings |
Introduction to landslide causes and triggering factors; Study of slump development using Figures 4.5 and 4.6; Analysis of debris movements and rock movements; Examination of Kenyan examples: Kabarnet-Iten, Mwatate-Wundanyi, Kaseve roads; Discussion of infrastructure impacts and geological plane movements
|
Figures 4.5, 4.6 slump examples, Road cutting examples, Rock samples, Examples from Uganda and Kenya
|
Secondary Geography Form 3 Student's Book, Pages 57-60
|
|
| 4 | 4 |
Mass Wasting
|
Landslides - Types and Characteristics
|
By the end of the
lesson, the learner
should be able to:
Explain landslides as sudden movement with small water content Describe slump as intermittent movement with backward rotation Distinguish debris slide, debris fall, rock fall and rock slide characteristics Analyze examples from Kenya and East Africa: Fort Portal, Limuru-Longonot, road cuttings |
Introduction to landslide causes and triggering factors; Study of slump development using Figures 4.5 and 4.6; Analysis of debris movements and rock movements; Examination of Kenyan examples: Kabarnet-Iten, Mwatate-Wundanyi, Kaseve roads; Discussion of infrastructure impacts and geological plane movements
|
Figures 4.5, 4.6 slump examples, Road cutting examples, Rock samples, Examples from Uganda and Kenya
|
Secondary Geography Form 3 Student's Book, Pages 57-60
|
|
| 4 | 5 |
Mass Wasting
|
Effects of Mass Wasting on Physical and Human Environment
|
By the end of the
lesson, the learner
should be able to:
Explain positive effects: soil fertility enhancement, tourist attractions, lake creation Analyze negative effects: property damage, loss of life, soil erosion, permanent scars Identify research centers and environmental awareness benefits Study specific disaster examples and environmental conservation strategies |
Comprehensive analysis using Figure 4.9 summary of mass wasting types; Discussion of positive effects: Miwa, Chemelil-Muhoroni soil fertility from Nandi Hills; Study of negative effects using Figure 4.10 Murang'a landslide; Analysis of major disasters: Kiina College 1968, Nyeri 1985, Murang'a 2000-2018; Environmental conservation strategies and research opportunities
|
Figures 4.9, 4.10, Soil fertility examples, Disaster case studies, Environmental conservation examples
|
Secondary Geography Form 3 Student's Book, Pages 60-61
|
|
| 5 |
CONTINUOUS ASSESSMENT 2 |
|||||||
| 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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
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 | 4 |
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 | 5 |
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
|
|
| 7 | 1 |
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 | 2 |
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 | 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 | 4 |
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 | 5 |
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
|
|
| 8 | 1 |
LAKES
|
Other Lake Types - Wind Erosion, Solution, and Human-made
|
By the end of the
lesson, the learner
should be able to:
Describe wind erosion lakes through deflation to water table. Explain solution lakes in limestone areas (sink holes). Identify human-made lakes behind dams (Masinga, Volta, Kariba, Nasser). |
Discussion of oasis formation through wind erosion. Explanation of solution processes in limestone using chalk demonstration. Review of major African dams and their lakes.
|
Pieces of chalk, water container, chalkboard, atlas
|
KLB Secondary Geography Form 3, Pages 108-109
|
|
| 8 | 2 |
LAKES
|
Other Lake Types - Wind Erosion, Solution, and Human-made
|
By the end of the
lesson, the learner
should be able to:
Describe wind erosion lakes through deflation to water table. Explain solution lakes in limestone areas (sink holes). Identify human-made lakes behind dams (Masinga, Volta, Kariba, Nasser). |
Discussion of oasis formation through wind erosion. Explanation of solution processes in limestone using chalk demonstration. Review of major African dams and their lakes.
|
Pieces of chalk, water container, chalkboard, atlas
|
KLB Secondary Geography Form 3, Pages 108-109
|
|
| 8 | 3 |
LAKES
|
Other Lake Types - Wind Erosion, Solution, and Human-made
|
By the end of the
lesson, the learner
should be able to:
Describe wind erosion lakes through deflation to water table. Explain solution lakes in limestone areas (sink holes). Identify human-made lakes behind dams (Masinga, Volta, Kariba, Nasser). |
Discussion of oasis formation through wind erosion. Explanation of solution processes in limestone using chalk demonstration. Review of major African dams and their lakes.
|
Pieces of chalk, water container, chalkboard, atlas
|
KLB Secondary Geography Form 3, Pages 108-109
|
|
| 8 | 4 |
LAKES
|
Lake Classification Summary and Regional Examples
|
By the end of the
lesson, the learner
should be able to:
Consolidate all lake formation types. Compare characteristics of different lake types. Analyze distribution patterns of lakes in East Africa and beyond. |
Creating comprehensive classification table on chalkboard. Students copy into exercise books. Group discussions on different lake formation processes.
|
Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 100-109
|
|
| 8 | 5 |
LAKES
|
Lake Classification Summary and Regional Examples
|
By the end of the
lesson, the learner
should be able to:
Consolidate all lake formation types. Compare characteristics of different lake types. Analyze distribution patterns of lakes in East Africa and beyond. |
Creating comprehensive classification table on chalkboard. Students copy into exercise books. Group discussions on different lake formation processes.
|
Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 100-109
|
|
| 11-14 |
END OF TERM EXAMS |
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