Practical Geography

Map Reading and Interpretation - Drawing sketch sections from topographical maps
Map Reading and Interpretation - Maps and national development

By the end of the lesson, the learner should be able to:

- Draw sketches of relief features such as hills, mountains and valleys from contour patterns on topographical maps
- Interpret a topographic profile sketch to identify peaks, valleys and slopes
- Relate topographic profiles to real-life fields such as cartography, engineering, mining and military planning

In groups, learners are guided to:
- Draw sketches of hills, mountains, valleys and other relief features from contour patterns on provided maps
- Observe a topographic profile diagram showing a hill with two peaks and describe the elevation changes
- Discuss real-life applications of topographic profiles in engineering, defence and urban planning

In what ways are topographic profile sketches useful in real life?

- Distinction Geography Grade 10 pg. 36
- Topographical maps
- Graph paper
- Digital resources
- Distinction Geography Grade 10 pg. 38

- Observation - Oral questions

Practical Geography

Map Reading and Interpretation - Maps and national development

By the end of the lesson, the learner should be able to:

- Watch and take notes from video clips on relief, drainage and vegetation on topographical maps
- Describe how topographic maps assist in sustainable agriculture, disaster management, transportation and environmental conservation
- Relate topographic map skills to real-life development planning such as how road engineers select routes that avoid steep slopes and flood plains

In groups, learners are guided to:
- Watch video clips on relief, drainage and vegetation in topographical maps and take notes
- Discuss how topographic maps are applied in urban planning, agriculture, defence and transportation
- Write answers on a manila paper and make class presentations

How can topographic maps help solve real-life development challenges?

- Distinction Geography Grade 10 pg. 38
- Digital resources
- Video clips on topographical maps
- Topographical maps

- Oral questions - Observation - Portfolios

Practical Geography

Statistical Methods - Importance of statistics in Geography
Statistical Methods - Limitations of statistics in Geography
Statistical Methods - Methods of data collection

By the end of the lesson, the learner should be able to:

- Explain the meaning of statistics, data and statistical methods as used in Geography
- Analyse the importance of statistics in Geography including presenting facts, simplifying data, enabling comparisons and supporting predictions
- Relate the use of statistics to real-life geographical decision-making such as how the government uses population statistics to plan schools, hospitals and roads

- Explore the limitations of statistics in explaining geographical facts including its focus on averages, quantitative data only and potential for misuse
- Explain why statistical results may not always reflect the full geographical reality
- Relate the limitations of statistics to real-life examples such as how average income statistics can mask poverty in a city

In groups, learners are guided to:
- Use relevant Geography resources or digital devices to search for the importance of statistics in Geography
- Read and discuss a scenario on how Nairobi County uses statistical data to address population growth and traffic congestion
- Write notes on the benefits of statistics in Geography and present in class
- Conduct library or internet research on the limitations of using statistics in explaining geographical facts
- Study and discuss a chart containing limitations of statistics in Geography
- Write notes on limitations and present in class for peer review

How do we use statistics in our day-to-day life?
What are the limitations of using statistics in geographical studies?

- Distinction Geography Grade 10 pg. 37
- Digital resources
- Reference books
- Distinction Geography Grade 10 pg. 41
- Digital resources
- Reference books
- Distinction Geography Grade 10 pg. 43

- Oral questions - Observation
- Oral questions - Written assignments

Practical Geography

Statistical Methods - Methods of data collection
Statistical Methods - Data analysis: Measures of central tendency

By the end of the lesson, the learner should be able to:

- Apply data collection methods by carrying out a practical counting exercise outside the school gate
- Record, organise and total data collected from a real geographical observation
- Relate the practical data collection exercise to real-life research activities such as how transport planners count vehicles to study traffic patterns on Kenyan roads

In groups, learners are guided to:
- Carry out a practical vehicle counting exercise outside the school gate for one hour recording data in 10-minute intervals
- Total the counts for each vehicle type and organise findings in a table
- Discuss which vehicle category had the highest count and give reasons

How do geographers collect accurate data in the field?

- Distinction Geography Grade 10 pg. 43
- Notebooks and pens
- Rulers
- Stopwatch
- Distinction Geography Grade 10 pg. 45
- Digital resources
- Graph paper

- Observation - Portfolios - Written assignments

Practical Geography

Statistical Methods - Data analysis: Measures of central tendency
Statistical Methods - Data presentation: Combined bar and line graphs

By the end of the lesson, the learner should be able to:

- Calculate the mean from geographical data sets using the correct formula
- Determine when to use mean, median or mode depending on the nature of the data
- Relate the calculation of mean to real-life geographical applications such as how meteorologists calculate mean monthly temperatures to describe the climate of a region

- Calculate the mean from provided data sets on learner weights, athlete times and subject marks
- Discuss when mean, median and mode are most appropriately used
- Solve practice problems involving all three measures of central tendency and present work in class

How does calculating averages help us understand geographical patterns?

- Distinction Geography Grade 10 pg. 47
- Digital resources
- Graph paper
- Distinction Geography Grade 10 pg. 49
- Rulers
- Coloured pencils

- Written assignments - Oral questions

Practical Geography

Statistical Methods - Data presentation: Comparative bar graphs
Statistical Methods - Data interpretation

By the end of the lesson, the learner should be able to:

- Describe the purpose and features of comparative bar graphs in geographical data presentation
- Draw a comparative bar graph using population data for selected towns in 2020 and 2025
- Relate comparative bar graphs to real-life geographical comparisons such as how demographers compare population growth between counties to plan resource allocation

In groups, learners are guided to:
- Discuss how comparative bar graphs are used to compare two or more sets of data across different categories
- Plot a comparative bar graph using the provided population data for five towns in 2020 and 2025
- Use different colours to distinguish the two years, include a legend and title

How do we compare geographical data across different categories or time periods?

- Distinction Geography Grade 10 pg. 51
- Graph paper
- Rulers
- Coloured pencils
- Distinction Geography Grade 10 pg. 52
- Digital resources
- Graphs from previous lessons

- Written assignments - Observation

Practical Geography

Statistical Methods - Fieldwork: Collecting and presenting geographical data
Statistical Methods - Fieldwork: Collecting and presenting geographical data
Geographic Information Systems - Geospatial technologies

By the end of the lesson, the learner should be able to:

- Collect, analyse, interpret and present statistical data on a geographical phenomenon
- Apply measures of central tendency and appropriate graph types to present field data
- Relate the fieldwork process to real-life geographical research such as how road safety researchers collect accident data on Kenyan roads to identify black spots and recommend safety interventions

- Review and consolidate skills in data collection, analysis, presentation and interpretation in geographical studies
- Evaluate the importance of using accurate and unbiased statistical data in geographical research
- Relate the principles of good statistical practice to real-life research integrity such as how selective use of data can lead to misleading conclusions in environmental impact assessments

In groups, learners are guided to:
- Carry out research within the school on a selected geographical topic, collect data, analyse, interpret and present
- Use methods of data analysis and data from roads to compute road injuries in Kenyan roads and present in class
- Write a report on the research findings and present using digital resources
- Review findings from field studies and discuss the importance of data accuracy and integrity
- Discuss how statistics can be misused in geographical reporting and the consequences
- Present final fieldwork reports in class and receive peer feedback

How do we carry out a complete geographical data research project?
Why is it important to use accurate and unbiased data in geographical research?

- Distinction Geography Grade 10 pg. 52
- Digital resources
- Graph paper
- Notebooks
- Distinction Geography Grade 10 pg. 52
- Digital resources
- Fieldwork reports
- Distinction Geography Grade 10 pg. 53
- Reference books

- Projects - Written assignments - Observation
- Portfolios - Oral questions - Written assignments

Practical Geography

Geographic Information Systems - Components of GIS

By the end of the lesson, the learner should be able to:

- Describe the five components of GIS: data, software, hardware, users and methods
- Explain the role of each component in the collection, analysis and visualisation of geographical data
- Relate GIS components to real-life systems such as how urban planners use GIS software on computers with GPS hardware and spatial data to design city infrastructure

In groups, learners are guided to:
- Discuss the components of GIS (data, software, hardware, users and methods) and present in class
- Study a diagram showing GIS components and describe how they work together
- Search on the Internet for information on vector and raster data types and their applications

What are the building blocks of a Geographic Information System?

- Distinction Geography Grade 10 pg. 58
- Digital resources
- GIS component diagrams
- Distinction Geography Grade 10 pg. 60
- Google Earth

- Oral questions - Observation - Written assignments

Practical Geography

Geographic Information Systems - Importance of GIS in geographical studies
Geographic Information Systems - Applying GPS in locating key features

By the end of the lesson, the learner should be able to:

- Examine the importance of GIS in geographical studies including visualising spatial data, supporting decision-making and monitoring environmental changes
- Explain how GIS integrates multiple layers of data to provide comprehensive geographical analysis
- Relate the importance of GIS to real-life applications such as how GIS helps emergency responders plan evacuation routes during floods and how environmental scientists use GIS to track deforestation

In groups, learners are guided to:
- Use print or digital resources to research on the importance of GIS in geographical studies and write notes
- Read and discuss a passage on the importance and evolution of GIS technology
- Discuss how GIS is applied in urban planning, disaster management, environmental conservation and education

How does GIS help us understand and manage the world around us?

- Distinction Geography Grade 10 pg. 64
- Digital resources
- Reference books
- Distinction Geography Grade 10 pg. 66
- Digital devices with internet access
- Google Earth

- Oral questions - Written assignments

Practical Geography

Geographic Information Systems - Applying GPS in locating key features
Geographic Information Systems - Importance of GIS in day-to-day life

By the end of the lesson, the learner should be able to:

- Use digital resources to locate points on the earth's surface and peer evaluate results
- Discuss the role of GIS in the control of designated crossing points on Kenyan roads
- Relate the application of GIS to real-life road safety management such as how traffic authorities use GIS to identify dangerous road sections and monitor crossing points to reduce accidents

In groups, learners are guided to:
- Use digital resources to locate additional points on the earth's surface and peer evaluate
- Engage a resource person to discuss the role of GIS in control of designated crossing points in Kenyan roads
- Discuss how GIS, GPS and Remote Sensing help different professionals including farmers, taxi drivers, firefighters and emergency response teams

What is the role of GIS in controlling designated crossing points in Kenyan roads?

- Distinction Geography Grade 10 pg. 67
- Digital devices with internet access
- Google Earth
- Resource person
- Manila papers
- Markers
- Digital resources

- Observation - Oral questions - Portfolios

Practical Geography
Natural Systems and Processes

Geographic Information Systems - Importance of GIS in day-to-day life
Rocks – Meaning and classification of rocks
Rocks – Igneous rocks
Rocks – Sedimentary rocks
Rocks – Metamorphic rocks

By the end of the lesson, the learner should be able to:

- Evaluate how GIS, GPS and Remote Sensing collectively contribute to solving geographical challenges at local, national and global levels
- Apply GIS knowledge to discuss solutions to real-life challenges such as traffic congestion, climate change monitoring and urban growth management
- Relate the collective power of geospatial technologies to real-life problem solving such as how disaster management teams use satellite imagery, GPS tracking and GIS mapping together to coordinate relief operations

- Define the term rock and identify its basic components
- Classify rocks according to mode of formation into igneous, sedimentary and metamorphic
- Connect knowledge of rocks to everyday use of building materials, road construction and soil formation in Kenya

In groups, learners are guided to:
- Discuss how GIS, GPS and Remote Sensing work together in real-life geographical problem solving
- Write essays to create awareness on the role of GIS in the control of designated crossing points in Kenyan roads
- Review and consolidate all key GIS concepts learned in the sub-strand
- Brainstorm the meaning of rocks and share in class
- Use dictionaries or digital resources to search for the meaning of the word 'rock' and discuss findings
- Discuss the classification of rocks according to mode of formation and write summary notes
- Present findings in class for peer review

How do geospatial technologies work together to solve real-world geographical problems?
What makes rocks different from one another?

- Distinction Geography Grade 10 pg. 67
- Digital resources
- Reference books
- Distinction Geography Grade 10 pg. 53
- All previous lesson notes
- Distinction Geography Grade 10 pg. 69
- Digital resources
- Approved reference books
- Rock samples/realia
- Charts and rock samples
- Approved reference books
- Distinction Geography Grade 10 pg. 71
- Reference books
- Rock samples
- Distinction Geography Grade 10 pg. 73
- Charts and reference books

- Written assignments - Oral questions
- Oral questions - Observation - Written assignments

Natural Systems and Processes

Rocks – Characteristics of rocks
Rocks – Age of rocks
Rocks – Distribution of rocks in Kenya
Rocks – Significance of rocks in Kenya

By the end of the lesson, the learner should be able to:

- Describe the characteristics of rocks including colour, texture, hardness, density, cleavage and joints
- Compare characteristics across igneous, sedimentary and metamorphic rocks
- Relate rock hardness and texture to their suitability for construction, sculpture and mining in Kenya

In groups, learners are guided to:
- Discuss the characteristics of rocks and match each characteristic to its description
- Compare how characteristics differ across the three rock types using practical samples
- Write notes and present in class

Why do some rocks make better building materials than others?

- Distinction Geography Grade 10 pg. 75
- Rock samples/realia
- Charts
- Approved reference books
- Distinction Geography Grade 10 pg. 76
- Digital resources
- Approved reference books
- Geological time charts
- Distinction Geography Grade 10 pg. 78
- Atlas/maps of Kenya
- Manila paper and marker pens
- Distinction Geography Grade 10 pg. 80
- Newspaper extracts

- Observation - Oral questions - Written assignments

Natural Systems and Processes

Rocks – Rock sampling in the locality
Rocks – Making a rock collage

By the end of the lesson, the learner should be able to:

- Identify and classify rock samples collected from the local environment
- Describe the characteristics of rocks observed during a field study
- Relate locally available rocks to their uses in the community such as in construction, agriculture and cultural practices

In groups, learners are guided to:
- Carry out a field study in areas around the locality to identify and collect rock samples or take photographs
- Classify collected samples according to mode of formation and record characteristics in a table
- Display rock samples and findings in class for peer review

What can the rocks found in our locality tell us about the geological history of the area?

- Distinction Geography Grade 10 pg. 81
- Local environment
- Rock samples/realia
- Digital devices/cameras
- Manila paper and glue
- Downloaded rock photographs
- Digital devices

- Observation - Portfolios - Oral questions

Natural Systems and Processes

Folding – Meaning and causes of folding
Folding – Parts of a fold

By the end of the lesson, the learner should be able to:

- Define the term folding and explain how tectonic forces cause rock layers to bend
- Describe the role of compressional forces in the formation of folds
- Relate folding to real-life features such as mountain ranges that influence climate, water sources and settlement patterns in Kenya

In groups, learners are guided to:
- Brainstorm on the meaning of folding and share in class
- Perform a practical activity using paper to simulate folding of rock layers
- Discuss the causes of folding and write summary notes

How do forces deep within the Earth bend solid rock layers to form mountains?

- Distinction Geography Grade 10 pg. 82
- Plain papers for practical activity
- Digital resources
- Approved reference books
- Distinction Geography Grade 10 pg. 84
- Diagrams and charts
- Reference books

- Oral questions - Observation - Written assignments

Natural Systems and Processes

Folding – Symmetrical and asymmetrical folds
Folding – Overturned, recumbent and isoclinal folds
Folding – Fold mountains and valleys
Folding – Plateaus and water gaps

By the end of the lesson, the learner should be able to:

- Describe the formation and characteristics of symmetrical and asymmetrical folds
- Distinguish symmetrical folds from asymmetrical folds based on the angle and orientation of limbs
- Relate different fold types to the varied landscape features seen across mountain regions of the world

- Explain how fold mountains and valleys are formed through crustal compression
- Describe the characteristics of fold mountains and synclinal valleys
- Relate fold mountains and fertile valleys to real-life benefits such as farming in the Rift Valley, tourism on Mount Kenya and hydroelectric power generation

In groups, learners are guided to:
- Study and discuss information on symmetrical and asymmetrical folds from the table provided in the course book
- Draw diagrams of symmetrical and asymmetrical folds and label key features
- Write down differences between the two fold types and share in class
- Read and discuss how fold mountains and valleys form from the group research cards in the course book
- Draw sketches of fold mountain ranges and synclinal valleys and label key features
- Name examples of fold mountains and valleys in Kenya and the world

How does the direction and uniformity of compressional forces determine the shape of a fold?
How do fold mountains influence climate, water supply and economic activities in East Africa?

- Distinction Geography Grade 10 pg. 85
- Charts and diagrams
- Digital resources
- Approved reference books
- Distinction Geography Grade 10 pg. 87
- Digital resources
- Charts and diagrams
- Approved reference books
- Distinction Geography Grade 10 pg. 88

- Oral questions - Written assignments - Observation
- Written assignments - Oral questions - Observation

Natural Systems and Processes

Folding – Significance of folding
Folding – Distribution of fold mountains

By the end of the lesson, the learner should be able to:

- Analyse the significance of folding and its resultant features on human and environmental activities
- Explain how folded landscapes support agriculture, mining, tourism and energy production
- Relate folded regions in Kenya and Africa to specific economic activities such as tea farming on highlands and mineral extraction in folded zones

In groups, learners are guided to:
- Use digital and approved print resources to research the significance of folding and its resultant features
- Read and discuss flashcards on the significance of folding from the course book
- Write summary notes and present findings in class for peer review

How do folded landscapes contribute to the economic and environmental wellbeing of communities?

- Distinction Geography Grade 10 pg. 89
- Digital resources
- Approved reference books
- Charts and marker pens
- Distinction Geography Grade 10 pg. 90
- Atlas/world maps
- Manila paper and marker pens

- Oral questions - Written assignments - Portfolios

Natural Systems and Processes

Folding – Modelling resultant features
Folding – Debate on significance of folding

By the end of the lesson, the learner should be able to:

- Model resultant features of folding including mountain ranges, valleys and plateaus using clay, cardboard or soil
- Describe the process of formation of each modelled feature
- Relate modelled features to actual landforms in Kenya such as the Aberdare Range and the Rift Valley floor that support farming and tourism

In groups, learners are guided to:
- Use available materials such as clay, cardboard or soil to model resultant features of folding
- Label each modelled feature and explain how it was formed
- Display models in class and comment on classmates' work

How do the landforms created by folding shape the way people live and use land in Kenya?

- Distinction Geography Grade 10 pg. 90
- Clay/plasticine/cardboard
- Reference books
- Digital resources
- Distinction Geography Grade 10 pg. 89
- Digital resources
- Approved reference books
- Charts and display boards

- Observation - Portfolios - Oral questions

Natural Systems and Processes

Folding – Review and assessment
Vulcanicity – Meaning and causes of vulcanicity

By the end of the lesson, the learner should be able to:

- Explain how differences in fold types influence the formation of landscapes and geological structures
- Compare fold mountains, valleys and plateaus in terms of their formation and characteristics
- Relate knowledge of folding to the importance of understanding tectonic forces for environmental management and infrastructure planning in Kenya

In groups, learners are guided to:
- Answer review questions on fold types, resultant features and significance of folding
- Compare fold mountains, valleys and plateaus in a summary table
- Present and discuss answers in class for peer review and consolidation

How does understanding folding help us plan better for human settlement and land use in mountainous regions?

- Distinction Geography Grade 10 pg. 90
- Digital resources
- Approved reference books
- Exercise books
- Charts and diagrams

- Written tests - Oral questions - Observation

Natural Systems and Processes

Vulcanicity – Tectonic plate boundaries and magma formation
Vulcanicity – Pressure, gas accumulation and hot spots
Vulcanicity – Types of volcanoes
Vulcanicity – Calderas and lava plateaus

By the end of the lesson, the learner should be able to:

- Describe volcanic activity at convergent boundaries including oceanic-oceanic, oceanic-continental and continental-continental convergence
- Explain volcanic activity at divergent boundaries and how magma rises to fill gaps between separating plates
- Relate plate boundary volcanism to the formation of volcanic islands such as those in the Pacific and the East African Rift volcanoes

- Describe the formation and characteristics of shield, stratovolcano, cinder cone and lava dome volcanoes
- Distinguish between active, dormant and extinct volcanoes with examples from Africa
- Relate the different types of volcanoes to real-life examples such as Mount Kilimanjaro for tourism and Mount Nyiragongo for geothermal research in Africa

In groups, learners are guided to:
- Draw and label diagrams of the three types of convergent boundaries and a divergent boundary
- Discuss how magma is formed through increases in temperature, decreases in pressure and addition of water
- Compare volcanic activity at convergent and divergent boundaries and present in class
- Compare shield and stratovolcanoes in terms of shape, eruption style and lava types using diagrams
- Discuss the formation of cinder cone and lava dome volcanoes and create charts to illustrate differences
- Identify examples of each volcano type in Africa and locate them on a map

How does the movement of tectonic plates determine where volcanoes form?
Why does the type of lava determine the shape and explosiveness of a volcano?

- Distinction Geography Grade 10 pg. 92
- Digital resources
- Diagrams and charts
- Approved reference books
- Distinction Geography Grade 10 pg. 95
- Distinction Geography Grade 10 pg. 97
- Digital resources
- Charts and diagrams
- Atlas/maps
- Distinction Geography Grade 10 pg. 100
- Atlas/world maps
- Reference books

- Oral questions - Written tests - Observation
- Oral questions - Observation - Written tests

Natural Systems and Processes

Vulcanicity – Intrusive volcanic features
Vulcanicity – Global distribution of volcanic features

By the end of the lesson, the learner should be able to:

- Describe the formation of intrusive volcanic features including batholiths, laccoliths, sills, dykes and stocks
- Distinguish between intrusive and extrusive volcanic features based on where solidification occurs
- Relate intrusive features exposed by erosion to rock formations that support quarrying and construction industries in Kenya

In groups, learners are guided to:
- Use digital resources or approved print materials to research the meaning of intrusive volcanicity and features formed
- Name and draw the intrusive volcanic features from the diagram in the course book
- Draw a labelled diagram of intrusive landforms on manila paper and display in class for peer review

How do underground volcanic features eventually become visible at the Earth's surface?

- Distinction Geography Grade 10 pg. 103
- Digital resources
- Charts and diagrams
- Manila paper and marker pens
- Distinction Geography Grade 10 pg. 105
- World atlas

- Observation - Oral questions - Written tests

Natural Systems and Processes

Vulcanicity – Positive effects of vulcanicity
Vulcanicity – Negative effects and disaster preparedness

By the end of the lesson, the learner should be able to:

- Explain the positive effects of vulcanicity including fertile soils, geothermal energy, mineral resources and tourism
- Give examples of how volcanic activity supports livelihoods in East Africa and other parts of the world
- Relate the Olkaria Geothermal Plant and fertile volcanic soils around Mount Kenya to the direct economic benefits of vulcanicity for Kenyan communities

In groups, learners are guided to:
- Observe and discuss an infographic on the significance of vulcanicity on human activities
- Discuss how volcanic ash creates fertile soils for crops like tea, coffee and rice in East Africa, Italy and Indonesia
- Write notes on the positive effects of vulcanicity and share findings in class

How does volcanic activity create conditions that support farming, energy production and tourism in Kenya?

- Distinction Geography Grade 10 pg. 108
- Digital resources
- Infographics and photographs
- Approved reference books
- Distinction Geography Grade 10 pg. 110
- Digital resources/YouTube clips
- Newspaper extracts
- Manila paper and marker pens

- Oral questions - Written assignments - Observation

Natural Systems and Processes

Vulcanicity – Modelling extrusive volcanic features
Vulcanicity – Review and assessment

By the end of the lesson, the learner should be able to:

- Model extrusive volcanic features including shield, stratovolcano, cinder cone and lava dome using clay and materials available
- Simulate a volcanic eruption using baking soda and vinegar and record observations
- Relate the simulation of a volcanic eruption to understanding the real-life forces of pressure and gas release that drive actual volcanic events

In groups, learners are guided to:
- Use modelling clay and a film canister to build a volcano model and simulate an eruption using baking soda and vinegar
- Record observations on eruption time, height and width of the model in a table
- Download photographs of volcanic features in Kenya and make a collage to display in class

How does understanding the mechanics of a volcanic eruption help communities respond to volcanic disasters?

- Distinction Geography Grade 10 pg. 99
- Modelling clay, baking soda, vinegar, food colouring
- Digital devices
- Manila paper and glue
- Distinction Geography Grade 10 pg. 111
- Digital resources
- Approved reference books
- Exercise books

- Observation - Portfolios - Oral questions

Natural Systems and Processes

Earthquakes – Meaning and types of earthquakes
Earthquakes – Causes of tectonic and volcanic earthquakes
Earthquakes – Artificially induced earthquakes

By the end of the lesson, the learner should be able to:

- Define the term earthquake and identify the main types: tectonic, volcanic and artificially induced earthquakes
- Describe the causes of each type of earthquake
- Relate earthquake events such as the San Andreas Fault tremors to the importance of earthquake-resistant building designs and early warning systems in urban areas

- Explain how human activities including fluid injection, underground nuclear explosions, mining and reservoir filling can cause earthquakes
- Discuss the relationship between human activities and increased seismic risk in affected areas
- Relate induced seismicity from mining operations in Kenya to the need for responsible extraction practices that protect surrounding communities

In groups, learners are guided to:
- Brainstorm on the meaning, types and causes of earthquakes in the world and share in class
- Use approved Geography reference books or digital devices to research the meaning of each earthquake type
- Write summary notes and present in class for peer review
- Study photographs of mining explosions and discuss the causes of artificially induced earthquakes
- Discuss how fluid injection, nuclear explosions, mining and reservoir filling trigger seismic activity
- Write summary notes and present in class

What causes the ground to shake suddenly and violently during an earthquake?
How can human activities that change the stress balance in the Earth's crust trigger earthquakes?

- Distinction Geography Grade 10 pg. 112
- Digital resources
- Approved reference books
- Charts and diagrams
- Distinction Geography Grade 10 pg. 114
- Newspaper extracts
- Distinction Geography Grade 10 pg. 117
- Digital resources
- Photographs and reference books
- Approved textbooks

- Oral questions - Observation - Written assignments