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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 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
|
|
| 1 | 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
|
|
| 1 | 3 |
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
|
|
| 1 | 4 |
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
|
|
| 1 | 5 |
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
|
|
| 2 | 1 |
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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 4 |
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
|
|
| 2 | 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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 5 |
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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 4 |
ACTION OF RIVERS
|
Definition of Terms Related to Rivers
|
By the end of the
lesson, the learner
should be able to:
Define rivers, source, mouth, tributaries, confluence, drainage basin, watershed, interfluves. Identify components of river systems on maps. |
Q/A to review hydrological cycle. Explanation of river terminology with Kenyan examples. Drawing and labeling river system diagrams.
|
Maps of Kenya, river system charts, textbooks
|
KLB Secondary Geography Form 3, Pages 68-69
|
|
| 4 | 5 |
ACTION OF RIVERS
|
River Erosion Processes
|
By the end of the
lesson, the learner
should be able to:
Explain hydraulic action, corrasion, attrition, and solution processes. Describe factors affecting erosion rate including stream volume, gradient, and bedrock nature. |
Demonstration of erosion processes using water and materials. Discussion of factors affecting erosion with practical examples. Students observe erosion effects.
|
Water containers, sand, rock samples, demonstration materials
|
KLB Secondary Geography Form 3, Pages 69-72
|
|
| 5 | 1 |
ACTION OF RIVERS
|
River Transportation and Deposition
|
By the end of the
lesson, the learner
should be able to:
Describe transportation processes: solution, suspension, saltation, traction. Explain deposition factors and conditions. |
Practical demonstration of transportation methods. Discussion of deposition conditions when river energy decreases. Group activity on load classification.
|
Containers, different sized particles, water, magnifying glasses
|
KLB Secondary Geography Form 3, Pages 72-73
|
|
| 5 | 2 |
ACTION OF RIVERS
|
Youthful Stage Features
|
By the end of the
lesson, the learner
should be able to:
Identify V-shaped valleys, waterfalls, rapids, gorges, potholes, interlocking spurs. Explain formation through vertical erosion dominance. |
Drawing youthful stage features. Discussion of waterfall types with Kenyan examples (Thomson's Falls, Torok Falls). Modeling with clay.
|
Clay/plasticine, topographical maps, pictures of waterfalls, drawing materials
|
KLB Secondary Geography Form 3, Pages 74-80
|
|
| 5 | 3 |
ACTION OF RIVERS
|
Mature Stage Features
|
By the end of the
lesson, the learner
should be able to:
Describe wider valleys, gentler gradients, river bends, bluffs. Explain lateral erosion becoming dominant over vertical erosion. |
Comparison of youthful and mature features. Drawing cross-sections showing valley widening. Discussion of transitional characteristics.
|
Comparison charts, cross-section diagrams, colored pencils
|
KLB Secondary Geography Form 3, Page 81
|
|
| 5 | 4 |
ACTION OF RIVERS
|
Old Stage Features - Alluvial Fans and Flood Plains
|
By the end of the
lesson, the learner
should be able to:
Describe alluvial fan formation at highland-plain transitions. Explain flood plain development through erosion and deposition. Give examples like Ombei Fan and Kano Plains. |
Drawing alluvial fan formation. Discussion of flood plain processes with Kenyan examples. Practical modeling of fan development.
|
Sand, water, modeling trays, maps showing flood plains, diagrams
|
KLB Secondary Geography Form 3, Pages 81-86
|
|
| 5 | 5 |
ACTION OF RIVERS
|
Old Stage Features - Meanders and Ox-bow Lakes
|
By the end of the
lesson, the learner
should be able to:
Explain meander formation through lateral erosion on concave banks. Describe ox-bow lake development from cut-off meanders. |
Practical demonstration of meander formation using stream tables. Drawing meander development sequence leading to ox-bow lakes. Discussion of Kenyan examples.
|
Stream tables, sand, water, sequential diagrams, pictures of ox-bow lakes
|
KLB Secondary Geography Form 3, Pages 82-84
|
|
| 6 | 1 |
ACTION OF RIVERS
|
Old Stage Features - Levees, Braided Channels, and Deferred Tributaries
|
By the end of the
lesson, the learner
should be able to:
Describe natural levee formation during floods. Explain braided channel development and deferred tributary formation. |
Drawing levee cross-sections. Discussion of raised river beds and flooding problems. Analysis of braided patterns during dry seasons.
|
Cross-section diagrams, aerial photographs, flood plain maps
|
KLB Secondary Geography Form 3, Pages 84-85
|
|
| 6 | 2 |
ACTION OF RIVERS
|
Delta Formation and Types
|
By the end of the
lesson, the learner
should be able to:
Explain delta formation when rivers enter seas/lakes. Describe arcuate, estuarine, and bird's foot delta types with examples (Tana, Rufiji, Lake Victoria deltas). |
Drawing different delta types. Detailed discussion of Tana Delta distributaries. Analysis of delta formation conditions.
|
Maps of river deltas, diagrams of delta types, aerial photographs
|
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 6 | 3 |
ACTION OF RIVERS
|
River Profile Summary
|
By the end of the
lesson, the learner
should be able to:
Summarize features along youthful, mature, and old stages. Compare dominant processes and resultant landforms at each stage. |
Creating comprehensive river profile diagrams. Consolidation exercise comparing all stages. Tabulation of features by river stage.
|
Large drawing paper, colored pencils, summary charts, profile diagrams
|
KLB Secondary Geography Form 3, Page 89
|
|
| 6 | 4 |
ACTION OF RIVERS
|
River Capture
|
By the end of the
lesson, the learner
should be able to:
Define river capture, pirate river, misfit river, elbow of capture, wind gap. Describe capture process and conditions. Explain Kenyan examples: Tiva-Galana and Sondu-Miriu captures. |
Drawing river capture process step-by-step. Detailed case study of Kenyan river captures. Map analysis of capture sites and resultant features.
|
Maps of Kenya, capture process diagrams, case study materials
|
KLB Secondary Geography Form 3, Pages 85-86
|
|
| 6 | 5 |
ACTION OF RIVERS
|
River Capture
|
By the end of the
lesson, the learner
should be able to:
Define river capture, pirate river, misfit river, elbow of capture, wind gap. Describe capture process and conditions. Explain Kenyan examples: Tiva-Galana and Sondu-Miriu captures. |
Drawing river capture process step-by-step. Detailed case study of Kenyan river captures. Map analysis of capture sites and resultant features.
|
Maps of Kenya, capture process diagrams, case study materials
|
KLB Secondary Geography Form 3, Pages 85-86
|
|
| 7 | 1 |
ACTION OF RIVERS
|
River Rejuvenation
|
By the end of the
lesson, the learner
should be able to:
Define river rejuvenation and distinguish dynamic vs static rejuvenation. Describe resultant features: river terraces, incised meanders, rejuvenation gorges, knick points. |
Discussion of rejuvenation causes (base level changes, increased discharge). Drawing rejuvenation features with examples from coastal Kenya rivers.
|
Rejuvenation feature diagrams, pictures of incised meanders, maps of coastal Kenya
|
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 7 | 2 |
ACTION OF RIVERS
|
River Rejuvenation
|
By the end of the
lesson, the learner
should be able to:
Define river rejuvenation and distinguish dynamic vs static rejuvenation. Describe resultant features: river terraces, incised meanders, rejuvenation gorges, knick points. |
Discussion of rejuvenation causes (base level changes, increased discharge). Drawing rejuvenation features with examples from coastal Kenya rivers.
|
Rejuvenation feature diagrams, pictures of incised meanders, maps of coastal Kenya
|
KLB Secondary Geography Form 3, Pages 86-89
|
|
| 7 | 3 |
ACTION OF RIVERS
|
Drainage Patterns
|
By the end of the
lesson, the learner
should be able to:
Identify and describe dendritic, radial, centripetal, parallel, fault-guided, and trellis drainage patterns. Explain formation conditions and give Kenyan examples. |
Drawing different drainage patterns. Analysis of Mt. Kenya radial drainage and Rift Valley centripetal patterns. Pattern recognition exercises.
|
Pattern diagrams, maps of Mt. Kenya and Rift Valley, colored pencils
|
KLB Secondary Geography Form 3, Pages 90-92
|
|
| 7 | 4 |
ACTION OF RIVERS
|
Drainage Patterns
|
By the end of the
lesson, the learner
should be able to:
Identify and describe dendritic, radial, centripetal, parallel, fault-guided, and trellis drainage patterns. Explain formation conditions and give Kenyan examples. |
Drawing different drainage patterns. Analysis of Mt. Kenya radial drainage and Rift Valley centripetal patterns. Pattern recognition exercises.
|
Pattern diagrams, maps of Mt. Kenya and Rift Valley, colored pencils
|
KLB Secondary Geography Form 3, Pages 90-92
|
|
| 7 | 5 |
ACTION OF RIVERS
|
Drainage Systems
|
By the end of the
lesson, the learner
should be able to:
Distinguish accordant, discordant (antecedent, superimposed), and back-tilted drainage systems. Explain formation and give examples. |
Discussion of drainage development relative to geological structure. Analysis of Rift Valley antecedent drainage and Yatta Plateau back-tilting.
|
Geological maps, drainage system diagrams, cross-sections
|
KLB Secondary Geography Form 3, Pages 92-94
|
|
| 8 | 1 |
ACTION OF RIVERS
|
Significance of Rivers - Positive Effects
|
By the end of the
lesson, the learner
should be able to:
Explain rivers' roles in water supply, irrigation, transport, HEP generation, port facilities, building materials, boundaries, fishing, tourism. |
Discussion of urban water supplies from rivers. Analysis of HEP projects and irrigation schemes. Review of river-based economic activities.
|
Maps of water systems, pictures of dams and ports, economic activity charts
|
KLB Secondary Geography Form 3, Pages 94-96
|
|
| 8 | 2 |
ACTION OF RIVERS
|
Significance of Rivers - Positive Effects
|
By the end of the
lesson, the learner
should be able to:
Explain rivers' roles in water supply, irrigation, transport, HEP generation, port facilities, building materials, boundaries, fishing, tourism. |
Discussion of urban water supplies from rivers. Analysis of HEP projects and irrigation schemes. Review of river-based economic activities.
|
Maps of water systems, pictures of dams and ports, economic activity charts
|
KLB Secondary Geography Form 3, Pages 94-96
|
|
| 8 | 3 |
ACTION OF RIVERS
|
Significance of Rivers - Positive Effects
|
By the end of the
lesson, the learner
should be able to:
Explain rivers' roles in water supply, irrigation, transport, HEP generation, port facilities, building materials, boundaries, fishing, tourism. |
Discussion of urban water supplies from rivers. Analysis of HEP projects and irrigation schemes. Review of river-based economic activities.
|
Maps of water systems, pictures of dams and ports, economic activity charts
|
KLB Secondary Geography Form 3, Pages 94-96
|
|
| 8 | 4 |
ACTION OF RIVERS
|
Significance of Rivers - Negative Effects and Water Conservation
|
By the end of the
lesson, the learner
should be able to:
Describe flooding problems, communication barriers, waterborne diseases. Explain Water Act provisions for conservation and access. |
Discussion of flood disasters and health issues. Analysis of communication problems caused by rivers. Review of water resource management principles.
|
Pictures of floods, case study materials, Water Act summary
|
KLB Secondary Geography Form 3, Pages 96-97
|
|
| 8 | 5 |
ACTION OF RIVERS
|
Significance of Rivers - Negative Effects and Water Conservation
|
By the end of the
lesson, the learner
should be able to:
Describe flooding problems, communication barriers, waterborne diseases. Explain Water Act provisions for conservation and access. |
Discussion of flood disasters and health issues. Analysis of communication problems caused by rivers. Review of water resource management principles.
|
Pictures of floods, case study materials, Water Act summary
|
KLB Secondary Geography Form 3, Pages 96-97
|
|
| 9 | 1 |
LAKES
|
Definition of a Lake
|
By the end of the
lesson, the learner
should be able to:
Define a lake as a large mass of water occupying a depression. Distinguish between fresh water and salt water lakes. Explain reasons for lake salinity including lack of outlets, high evaporation, and underground salt sources. |
Q/A to review hydrological cycle and water bodies. Discussion of lake characteristics with examples from Kenya. Listing fresh vs salt water lakes on chalkboard.
|
Chalkboard, textbooks, wall map of Kenya
|
KLB Secondary Geography Form 3, Pages 99-100
|
|
| 9 | 2 |
LAKES
|
Lakes Formed by Tectonic Movements - Rift Valley Lakes
|
By the end of the
lesson, the learner
should be able to:
Describe formation of faulted/rift valley lakes through earth movements. Explain characteristics: narrow, steep-sided, alkaline, long, deep. Give examples from Kenya (Turkana, Baringo, Nakuru, Naivasha) and other African rift valleys. |
Drawing rift valley formation diagrams on chalkboard. Discussion of Kenyan Rift Valley lakes with their characteristics. Students copy diagrams in exercise books.
|
Chalkboard, chalk, exercise books, wall map of East Africa
|
KLB Secondary Geography Form 3, Pages 100-102
|
|
| 9 | 3 |
LAKES
|
Lakes Formed by Tectonic Movements - Downwarped Lakes
|
By the end of the
lesson, the learner
should be able to:
Explain formation through crustal warping and tilting. Describe Lakes Victoria and Kyoga formation during drainage evolution. Analyze back-tilted rivers (Kagera, Katonga, Kafa) contributing to lake formation. |
Drawing crustal warping diagrams on chalkboard. Discussion of drainage reversal and back-tilting. Students draw formation sequence in notebooks.
|
Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 102-103
|
|
| 9 | 4 |
LAKES
|
Lakes Formed by Volcanic Activity
|
By the end of the
lesson, the learner
should be able to:
Describe crater lake formation in volcanic craters. Explain lava dammed lake formation when lava blocks river courses. Give examples: crater lakes (Simbi, Paradise, Chala) and lava dammed lakes (Bunyonyi, Kivu, Tana). |
Drawing crater lake formation on chalkboard. Discussion of lava dam formation across rivers. Students sketch volcanic lake types in exercise books.
|
Chalkboard, chalk, exercise books, textbooks
|
KLB Secondary Geography Form 3, Pages 103-106
|
|
| 9 | 5 |
LAKES
|
Lakes Formed by Glaciation
|
By the end of the
lesson, the learner
should be able to:
Describe cirque/tarn lake formation through glacial erosion. Explain moraine dammed lakes from glacial debris. Identify ribbon lakes in glacial valleys and kettle lakes from melted ice blocks. |
Drawing glacial lake formation processes on chalkboard. Discussion of Mt. Kenya tarns (Teleki, Hidden, Nanyuki). Students copy diagrams and list examples.
|
Chalkboard, chalk, exercise books, atlas
|
KLB Secondary Geography Form 3, Pages 106-107
|
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| 10 | 1 |
LAKES
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Lakes Formed by River and Wave Deposition
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By the end of the
lesson, the learner
should be able to:
Explain ox-bow lake formation from cut-off meanders. Describe lagoon formation through longshore drift and delta processes. Give examples from Kenyan rivers (Tana, Yala, Nyando) and Lake Victoria shores. |
Simple demonstration of meander cut-off using clay/soil and water in basin. Drawing ox-bow lake formation sequence on chalkboard. Discussion of lagoon formation.
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Basin, clay/soil, water, chalkboard, chalk, exercise books
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KLB Secondary Geography Form 3, Pages 107-108
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| 10 | 2 |
LAKES
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Other Lake Types - Wind Erosion, Solution, and Human-made
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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.
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Pieces of chalk, water container, chalkboard, atlas
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KLB Secondary Geography Form 3, Pages 108-109
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| 10 | 3 |
LAKES
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Landslide and Meteorite Lakes
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By the end of the
lesson, the learner
should be able to:
Describe temporary lakes from landslide debris blocking rivers. Explain meteorite crater lakes from space impacts. Give examples including Lake Bosumtwi in Ghana. |
Discussion of landslide lake formation and temporary nature. Simple demonstration of crater formation using sand and dropping stones. Brief IT integration: internet search for Lake Bosumtwi images if available.
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Sand tray, small stones, chalkboard, internet access (if available)
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KLB Secondary Geography Form 3, Page 109
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| 10 | 4 |
LAKES
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Lake Classification Summary and Regional Examples
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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.
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Chalkboard, chalk, exercise books, atlas
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KLB Secondary Geography Form 3, Pages 100-109
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| 10 | 5 |
LAKES
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Significance of Lakes - Economic Importance
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By the end of the
lesson, the learner
should be able to:
Explain lakes as sources of fish, water supply, and irrigation. Describe hydroelectric power generation from lakes. Analyze transport and navigation benefits. Discuss mineral extraction (soda ash, salt) from lakes. |
Discussion of Lake Victoria fisheries and water supply to cities. Analysis of Owen Falls and Seven Forks power generation. Case study of Lake Magadi salt and soda ash mining using textbook examples.
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Chalkboard, chalk, textbooks, exercise books
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KLB Secondary Geography Form 3, Pages 109-111
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| 11 | 1 |
LAKES
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Significance of Lakes - Social and Environmental Benefits
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By the end of the
lesson, the learner
should be able to:
Describe lakes as tourist attractions and recreational facilities. Explain climate modification effects of large water bodies. Analyze lakes as sources of rivers and building materials. |
Discussion of Lake Nakuru National Park and flamingo tourism. Analysis of Lake Victoria's influence on regional climate. Review of recreational activities (boating, sport fishing).
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Chalkboard, chalk, textbooks, exercise books
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KLB Secondary Geography Form 3, Page 111
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|
| 11 | 2 |
LAKES
|
Significance of Lakes - Social and Environmental Benefits
|
By the end of the
lesson, the learner
should be able to:
Describe lakes as tourist attractions and recreational facilities. Explain climate modification effects of large water bodies. Analyze lakes as sources of rivers and building materials. |
Discussion of Lake Nakuru National Park and flamingo tourism. Analysis of Lake Victoria's influence on regional climate. Review of recreational activities (boating, sport fishing).
|
Chalkboard, chalk, textbooks, exercise books
|
KLB Secondary Geography Form 3, Page 111
|
|
| 11 | 3 |
LAKES
|
Significance of Lakes - Social and Environmental Benefits
|
By the end of the
lesson, the learner
should be able to:
Describe lakes as tourist attractions and recreational facilities. Explain climate modification effects of large water bodies. Analyze lakes as sources of rivers and building materials. |
Discussion of Lake Nakuru National Park and flamingo tourism. Analysis of Lake Victoria's influence on regional climate. Review of recreational activities (boating, sport fishing).
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Chalkboard, chalk, textbooks, exercise books
|
KLB Secondary Geography Form 3, Page 111
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| 11 | 4 |
LAKES
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Negative Effects of Lakes
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By the end of the
lesson, the learner
should be able to:
Identify disease vectors (mosquitoes, snails) around lakes causing malaria and bilharzia. Describe dangerous wildlife habitats (crocodiles, hippos). Explain displacement issues from human-made lakes. |
Discussion of health challenges in lake regions. Analysis of human-wildlife conflict around lakes. Case study of resettlement during dam construction projects using textbook examples.
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Chalkboard, chalk, textbooks, exercise books
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KLB Secondary Geography Form 3, Page 111
|
|
| 11 | 5 |
LAKES
|
Negative Effects of Lakes
|
By the end of the
lesson, the learner
should be able to:
Identify disease vectors (mosquitoes, snails) around lakes causing malaria and bilharzia. Describe dangerous wildlife habitats (crocodiles, hippos). Explain displacement issues from human-made lakes. |
Discussion of health challenges in lake regions. Analysis of human-wildlife conflict around lakes. Case study of resettlement during dam construction projects using textbook examples.
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Chalkboard, chalk, textbooks, exercise books
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KLB Secondary Geography Form 3, Page 111
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