If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
Soil
|
Definition and Composition of Soil
|
By the end of the
lesson, the learner
should be able to:
Define soil and its components. Distinguish between soil and land. Explain soil composition percentages and constituent importance. |
In groups, learners are guided to:
Q/A to review weathering concepts. Exposition on soil definition and regolith formation. Discussion on soil composition including organic matter, inorganic matter, water, air percentages. Analysis of humus importance for plant nutrition. |
Soil samples, Composition diagrams, Constituent charts, Microscopes
|
KLB Secondary Geography Form 3, Pages 198-200
|
|
| 2 | 3 |
Soil
|
Definition and Composition of Soil
|
By the end of the
lesson, the learner
should be able to:
Define soil and its components. Distinguish between soil and land. Explain soil composition percentages and constituent importance. |
In groups, learners are guided to:
Q/A to review weathering concepts. Exposition on soil definition and regolith formation. Discussion on soil composition including organic matter, inorganic matter, water, air percentages. Analysis of humus importance for plant nutrition. |
Soil samples, Composition diagrams, Constituent charts, Microscopes
|
KLB Secondary Geography Form 3, Pages 198-200
|
|
| 2 | 4 |
Soil
|
Soil Forming Processes
|
By the end of the
lesson, the learner
should be able to:
Explain soil formation through weathering and decomposition. Describe leaching processes including ferralisation, eluviation, podzolisation, calcification. |
In groups, learners are guided to:
Discussion on weathering as primary formation process. Exposition on decomposition stages: mineralisation and humification. Explanation of leaching types with climatic examples. Reference to formation diagrams. |
Rock samples, Decomposition diagrams, Leaching process charts, Formation illustrations
|
KLB Secondary Geography Form 3, Pages 200-203
|
|
| 2 | 5 |
Soil
|
Soil Forming Processes
|
By the end of the
lesson, the learner
should be able to:
Explain soil formation through weathering and decomposition. Describe leaching processes including ferralisation, eluviation, podzolisation, calcification. |
In groups, learners are guided to:
Discussion on weathering as primary formation process. Exposition on decomposition stages: mineralisation and humification. Explanation of leaching types with climatic examples. Reference to formation diagrams. |
Rock samples, Decomposition diagrams, Leaching process charts, Formation illustrations
|
KLB Secondary Geography Form 3, Pages 200-203
|
|
| 3 | 1 |
Soil
|
Factors Influencing Soil Formation
|
By the end of the
lesson, the learner
should be able to:
Identify five soil formation factors. Explain parent material influence on soil type. Analyze climate and organism effects. Describe topography and time factors. |
In groups, learners are guided to:
Exposition on parent material as key factor determining soil type. Discussion on climate effects including rainfall and temperature variations. Analysis of vegetation and micro-organism roles. Explanation of slope and time influences on soil development. |
Parent rock samples, Climate charts, Vegetation specimens, Maps, Time examples
|
KLB Secondary Geography Form 3, Pages 203-205
|
|
| 3 | 2 |
Soil
|
Properties and Profile
|
By the end of the
lesson, the learner
should be able to:
Describe soil properties and structure types. Define soil profile and horizons. Explain soil catena formation. |
In groups, learners are guided to:
Discussion on soil structure, texture, acidity, colour, porosity. Explanation of profile as vertical layer arrangement with horizons A-D. Description of catena as slope arrangement and formation processes. |
Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations
|
KLB Secondary Geography Form 3, Pages 205-209
|
|
| 3 | 3 |
Soil
|
Properties and Profile
|
By the end of the
lesson, the learner
should be able to:
Describe soil properties and structure types. Define soil profile and horizons. Explain soil catena formation. |
In groups, learners are guided to:
Discussion on soil structure, texture, acidity, colour, porosity. Explanation of profile as vertical layer arrangement with horizons A-D. Description of catena as slope arrangement and formation processes. |
Soil structure samples, pH materials, Colour charts, Profile diagrams, Catena illustrations
|
KLB Secondary Geography Form 3, Pages 205-209
|
|
| 3 | 4 |
Soil
|
Soil Degeneration and Erosion
|
By the end of the
lesson, the learner
should be able to:
Define soil degeneration and classify types. Describe erosion types and processes. Identify conditions favouring soil erosion. |
In groups, learners are guided to:
Exposition on degeneration types: physical, chemical, biological with causes. Discussion on erosion processes from splash to gully formation. Analysis of erosion factors with Kenyan examples. |
Erosion photographs, Degeneration charts, Local examples, Process diagrams
|
KLB Secondary Geography Form 3, Pages 209-214
|
|
| 3 | 5 |
Soil
|
Soil Degeneration and Erosion
|
By the end of the
lesson, the learner
should be able to:
Define soil degeneration and classify types. Describe erosion types and processes. Identify conditions favouring soil erosion. |
In groups, learners are guided to:
Exposition on degeneration types: physical, chemical, biological with causes. Discussion on erosion processes from splash to gully formation. Analysis of erosion factors with Kenyan examples. |
Erosion photographs, Degeneration charts, Local examples, Process diagrams
|
KLB Secondary Geography Form 3, Pages 209-214
|
|
| 4 | 1 |
Soil
|
Classification and Management
|
By the end of the
lesson, the learner
should be able to:
Classify soils by order: zonal, intrazonal, azonal. Describe major soil types and their characteristics. Explain soil management and conservation methods. |
In groups, learners are guided to:
Exposition on soil classification based on formation conditions. Discussion on major Kenyan soil types and distribution. Analysis of management techniques and conservation methods. Examples of Kenyan conservation practices. |
Classification charts, Distribution maps, Conservation photographs, Practice examples
|
KLB Secondary Geography Form 3, Pages 214-228
|
|
| 4 | 2 |
Soil
|
Classification and Management
|
By the end of the
lesson, the learner
should be able to:
Classify soils by order: zonal, intrazonal, azonal. Describe major soil types and their characteristics. Explain soil management and conservation methods. |
In groups, learners are guided to:
Exposition on soil classification based on formation conditions. Discussion on major Kenyan soil types and distribution. Analysis of management techniques and conservation methods. Examples of Kenyan conservation practices. |
Classification charts, Distribution maps, Conservation photographs, Practice examples
|
KLB Secondary Geography Form 3, Pages 214-228
|
|
| 4 | 3 |
Glaciation
|
Definition of Terms
|
By the end of the
lesson, the learner
should be able to:
Define glaciation, ice, snow, snowline, firn, neve fields. Distinguish between permanent and temporary snowlines. Explain glacier formation conditions. |
In groups, learners are guided to:
Q/A to review ice formation concepts. Exposition on glaciation definition and related terminology. Discussion on snowline variations with latitude and altitude. Explanation of firn formation through compaction processes. Discussion on glacier formation conditions and avalanche effects. |
Charts showing snowline variations, Diagrams of ice formation, Maps showing ice distribution, Safety materials
|
KLB Secondary Geography Form 3, Pages 180-182
|
|
| 4 | 4 |
Glaciation
|
Definition of Terms
|
By the end of the
lesson, the learner
should be able to:
Define glaciation, ice, snow, snowline, firn, neve fields. Distinguish between permanent and temporary snowlines. Explain glacier formation conditions. |
In groups, learners are guided to:
Q/A to review ice formation concepts. Exposition on glaciation definition and related terminology. Discussion on snowline variations with latitude and altitude. Explanation of firn formation through compaction processes. Discussion on glacier formation conditions and avalanche effects. |
Charts showing snowline variations, Diagrams of ice formation, Maps showing ice distribution, Safety materials
|
KLB Secondary Geography Form 3, Pages 180-182
|
|
| 4 | 5 |
Glaciation
|
Types of Glaciers and Ice Masses
|
By the end of the
lesson, the learner
should be able to:
Distinguish between valley and piedmont glaciers. Define ice sheets and ice caps. Identify African glacier examples. Describe nunataks. |
In groups, learners are guided to:
Exposition on glacier types with African examples. Discussion on ice sheet characteristics and global distribution. Explanation of ice cap types and locations. Reference to textbook glacier table showing major examples worldwide. Group work identifying glacier locations on maps. |
Glacier example tables, World maps, Photographs of mountain glaciers, Distribution charts
|
KLB Secondary Geography Form 3, Pages 182-183
|
|
| 5 | 1 |
Glaciation
|
Icebergs and Ice Movement
|
By the end of the
lesson, the learner
should be able to:
Define icebergs and explain their formation. Describe iceberg distribution. Explain three ways ice moves. Analyze factors affecting ice movement speed. |
In groups, learners are guided to:
Exposition on iceberg formation and distribution. Discussion on iceberg movement by ocean currents. Explanation of ice movement mechanisms including freeze-thaw action, basal slip, and extrusion flow. Analysis of movement speed factors and rates. Comparison of different glacier movement speeds. |
World maps showing icebergs, Ocean current charts, Movement mechanism diagrams, Speed comparison data
|
KLB Secondary Geography Form 3, Pages 183-184
|
|
| 5 | 2 |
Glaciation
|
Icebergs and Ice Movement
|
By the end of the
lesson, the learner
should be able to:
Define icebergs and explain their formation. Describe iceberg distribution. Explain three ways ice moves. Analyze factors affecting ice movement speed. |
In groups, learners are guided to:
Exposition on iceberg formation and distribution. Discussion on iceberg movement by ocean currents. Explanation of ice movement mechanisms including freeze-thaw action, basal slip, and extrusion flow. Analysis of movement speed factors and rates. Comparison of different glacier movement speeds. |
World maps showing icebergs, Ocean current charts, Movement mechanism diagrams, Speed comparison data
|
KLB Secondary Geography Form 3, Pages 183-184
|
|
| 5 | 3 |
Glaciation
|
Processes of Glaciation
|
By the end of the
lesson, the learner
should be able to:
Explain glacial erosion through plucking and abrasion. Identify factors influencing erosion. Describe glacial transportation and moraine types. |
In groups, learners are guided to:
Discussion on glacial erosion processes of plucking and abrasion. Analysis of factors affecting erosion effectiveness. Explanation of glacial transportation and moraine classification. Reference to textbook diagrams showing moraine types. Q/A on glacial processes and debris movement. |
Rock samples, Process diagrams, Moraine type charts, Glacial debris photographs
|
KLB Secondary Geography Form 3, Pages 184-186
|
|
| 5 | 4 |
Glaciation
|
Processes of Glaciation
|
By the end of the
lesson, the learner
should be able to:
Explain glacial erosion through plucking and abrasion. Identify factors influencing erosion. Describe glacial transportation and moraine types. |
In groups, learners are guided to:
Discussion on glacial erosion processes of plucking and abrasion. Analysis of factors affecting erosion effectiveness. Explanation of glacial transportation and moraine classification. Reference to textbook diagrams showing moraine types. Q/A on glacial processes and debris movement. |
Rock samples, Process diagrams, Moraine type charts, Glacial debris photographs
|
KLB Secondary Geography Form 3, Pages 184-186
|
|
| 5 | 5 |
Glaciation
|
Glacial Features and Significance
|
By the end of the
lesson, the learner
should be able to:
Describe highland and lowland glacial features. Analyze positive and negative significance of glaciation. |
In groups, learners are guided to:
Discussion on highland feature formation processes and characteristics. Description of lowland glacial features and formation. Analysis of glaciation significance including economic benefits and challenges. Examples from East African mountains and world locations. Group work on significance evaluation and local applications. |
Formation diagrams, Feature photographs, Economic impact charts, Maps showing benefits, East African examples
|
KLB Secondary Geography Form 3, Pages 186-194
|
|
| 6 | 1 |
Statistical Methods
|
Introduction and Compound Bar Graphs
|
By the end of the
lesson, the learner
should be able to:
Analyse and interpret statistical data Present statistical data using appropriate methods Highlight steps followed when constructing compound/cumulative bar graphs Find totals and cumulative totals for data |
In groups, learners are guided to:
Q/A to review basic statistical concepts and simple bar graphs; Exposition of steps followed when constructing compound bar graphs; Guided activity using Table 1.1 crop production data; Practice finding cumulative totals and suitable scales |
Graph paper, Rulers, Calculators, Table 1.1 crop production data
|
Secondary Geography Form 3 Student's Book, Pages 1-3
|
|
| 6 | 2 |
Statistical Methods
|
Introduction and Compound Bar Graphs
|
By the end of the
lesson, the learner
should be able to:
Analyse and interpret statistical data Present statistical data using appropriate methods Highlight steps followed when constructing compound/cumulative bar graphs Find totals and cumulative totals for data |
In groups, learners are guided to:
Q/A to review basic statistical concepts and simple bar graphs; Exposition of steps followed when constructing compound bar graphs; Guided activity using Table 1.1 crop production data; Practice finding cumulative totals and suitable scales |
Graph paper, Rulers, Calculators, Table 1.1 crop production data
|
Secondary Geography Form 3 Student's Book, Pages 1-3
|
|
| 6 | 3 |
Statistical Methods
|
Compound Bar Graphs - Analysis and Construction Practice
|
By the end of the
lesson, the learner
should be able to:
Find suitable scale by considering largest and smallest values Draw outline of each bar with components Derive comprehensive key and label axes Insert short and clear title |
In groups, learners are guided to:
Exposition of scale selection and construction techniques; Drawing of compound bar graphs with proper shading; Detailed discussion on labeling and titling; Analysis of Fig. 1.1; Practice construction using Table 1.2 Kenya's export crops data |
Colored pencils for shading, Construction materials, Table 1.2 data
|
Secondary Geography Form 3 Student's Book, Pages 2-4
|
|
| 6 | 4 |
Statistical Methods
|
Compound Bar Graphs - Interpretation and Advantages/Disadvantages
Proportional Circles - Construction Methods |
By the end of the
lesson, the learner
should be able to:
Interpret compound/cumulative bar graphs State advantages and disadvantages of compound/cumulative bar graphs Comment on trend of each variable Suggest possible reasons to explain trends |
In groups, learners are guided to:
Probing questions and brief discussion on interpretation; Analysis of trends in agricultural production; Exposition of advantages: different variables on one bar, clear totals, clear comparisons; Discussion of disadvantages: tedious calculations, false impressions, interpretation difficulties |
Previously constructed graphs, Analysis worksheets
Calculators, Compasses, Table 1.3 sugar production data, Plain paper |
Secondary Geography Form 3 Student's Book, Pages 2-4
|
|
| 6 | 5 |
Statistical Methods
|
Proportional Circles - Area Method and Analysis
|
By the end of the
lesson, the learner
should be able to:
Find square roots of each set of data Choose suitable scale for calculating radii Draw circles using different radii Make observations about highest and lowest output |
In groups, learners are guided to:
Guided discovery of area method using square roots; Calculations using Table 1.6 square root values; Construction practice with area proportional method; Analysis of Fig. 1.2 and Fig. 1.3; Discussion of production trends from 2015-2018 |
Square root tables, Construction materials, Table 1.6 data
|
Secondary Geography Form 3 Student's Book, Pages 4-6
|
|
| 7 | 1 |
Statistical Methods
|
Simple Pie Charts - Construction
|
By the end of the
lesson, the learner
should be able to:
Systematically convert each component as percentage of whole Convert percentage into degrees (360° = 100%) Draw circle of convenient size using compass Measure and draw calculated angles using protractor |
In groups, learners are guided to:
Students determine value of angles for the variables; Exposition of conversion from raw data to percentages to degrees; Guided practical activity using land use example; Practice measuring angles starting with largest segment clockwise; Brief discussion on proper labeling and shading |
Protractors, Compasses, Land use data example, Colored pencils
|
Secondary Geography Form 3 Student's Book, Pages 5-7
|
|
| 7 | 2 |
Statistical Methods
|
Proportional Divided Circles - Construction
|
By the end of the
lesson, the learner
should be able to:
Find square root of totals for each set of data Find suitable scale for radii of circles Calculate percentages and angles as in simple pie charts Draw circles using scale and insert details |
In groups, learners are guided to:
Exposition of proportional divided circles concept; Detailed discussion using Table 1.9 mortality data; Step-by-step calculation of square roots and radii; Construction of multiple circles for countries X, Y, Z; Practice with proper segmentation and consistent shading |
Table 1.9 mortality data, Square root tables, Construction materials
|
Secondary Geography Form 3 Student's Book, Pages 6-9
|
|
| 7 | 3 |
Statistical Methods
|
Pie Charts - Analysis and Interpretation
|
By the end of the
lesson, the learner
should be able to:
Establish contribution of variable in percentage Identify circles representing total values Describe nature of variables in segments Compare circle sizes and segment proportions |
In groups, learners are guided to:
Analysis of Fig. 1.4 land use pie chart; Detailed discussion of Fig. 1.5 proportional divided circles; Practice establishing percentage contributions; Oral questions and brief discussion on HIV/AIDS as leading cause; Group work analyzing different pie charts |
Constructed pie charts, Fig. 1.4 and Fig. 1.5 references, Analysis guidelines
|
Secondary Geography Form 3 Student's Book, Pages 7-9
|
|
| 7 | 4 |
Statistical Methods
|
Advantages and Disadvantages of All Methods
|
By the end of the
lesson, the learner
should be able to:
State advantages of each statistical method Identify disadvantages and limitations Compare different methods of data presentation Evaluate when to use each method appropriately |
In groups, learners are guided to:
Brain storming on advantages of each method; Detailed discussion of disadvantages: tedious calculations, time-consuming construction, difficulty with small values; Comparison of visual impressions and data types; Q/A on appropriate method selection |
Comparison charts, Various sample statistical presentations, Method evaluation criteria
|
Secondary Geography Form 3 Student's Book, Pages 2-10
|
Your Name Comes Here