| SCHEMES OF WORK FORM TWO GEOGRAPHY TERM ONE YEAR 20…………. | ||||||||||||||||||||
WKNO | L/NO | TOPIC/SUBTOPIC | LESSON / SPECIFICOBJECTIVES
| TEACHING / LEARNING ACTIVITIES | MATERIALS & RESOURCES
| REF. | REMARKS | |||||||||||||
1 | 1 | INTERNAL LAND-FORMING PROCESSES
Earth movements.
| By the end of the lesson, the leaner should be able to: Differentiate between internal and external land forming processes. Differentiate between crustal compressional and tensional forces. Explain effects of horizontal earth movements.
| Probing questions.Brief discussion on compression, tension, upwarping, downwarping, and shearing of crustal rocks. Drawing illustrative diagrams. | KLB GEOGRAPHY BOOK II.
PAGES 1-2 | |||||||||||||||
2 | Causes of earth movements. | By the end of the lesson, the leaner should be able to: Describe causes of earth movements.
| Exposition of new concepts. Discussion & drawing of illustrative diagrams. | PAGES 2-3 | ||||||||||||||||
3 | Results of earth movements. | By the end of the lesson, the leaner should be able to: Identify landforms resulting from earth movements. | Discussion & drawing of illustrative diagrams. | PAGES 2-3 | ||||||||||||||||
2 | 1 | Theory of Continental Drift. | By the end of the lesson, the leaner should be able to:Explain the theory of Continental Drift. | Exposition of new concepts; Discussion of evidence to support the theory.
| Illustrative diagrams. | PAGES 3-4 | ||||||||||||||
2 | The Plates Tectonic Theory. | By the end of the lesson, the leaner should be able to: Explain the Plates Tectonic Theory. | Exposition of the theory & discussion on evidence of the theory.Drawing diagrams showing meeting of tectonic plates.
| Illustrative diagrams. | PAGES 5-6 | |||||||||||||||
3 | Folding. | By the end of the lesson, the leaner should be able to: Define folding. Explain the causes of folding. Identify parts of a fold. | Q/A: review vertical earth movements. Discussion & drawing illustrative diagrams.
| Illustrative diagrams.
| PAGES 7-8 | |||||||||||||||
3 | 1,2 | Types of folds. | By the end of the lesson, the leaner should be able to: Identify types of folds. Describe various folding processes.
| Exposition of types of folds and resulting landforms.
| Illustrative diagrams.
| PAGES 9-11 | ||||||||||||||
3 | Features resulting from folding. | By the end of the lesson, the leaner should be able to: Describe landforms resulting from folding. | Discussion & drawing labelled diagrams of landforms.
| Illustrative diagrams. Map: World distribution of fold mountains.
| ||||||||||||||||
4 | 1 | Significance of folding. | By the end of the lesson, the leaner should be able to: Outline effects of folding. | Q/A & discussion on effects of folding. Assignment. | PAGES 12-13 | |||||||||||||||
2 | Faulting. | By the end of the lesson, the leaner should be able to: Define faulting. Identify parts associated with a fault. | Q/A: review horizontal and vertical earth movements. Discussion on parts associated with a fault.
| PAGES 13-14 | ||||||||||||||||
3 | Types of faults. | By the end of the lesson, the leaner should be able to: Identify types of faults.
| Probing questions and detailed discussion.
| Illustrative diagrams.
| PAGES 14-19 | |||||||||||||||
5 | 1 | Features resulting from faulting. | By the end of the lesson, the leaner should be able to: Describe landforms resulting from faulting.
| Discussion & Drawing illustrative diagrams. | Illustrative diagrams.
| PAGES 14-19 | ||||||||||||||
2,3 | The Great Rift Valley. | By the end of the lesson, the leaner should be able to: Trace the Great Rift Valley on a map. Describe parts of the Great Rift Valley.
| Case study. The Afro-Arabian rift system. | Map: The Afro-Arabian rift system. | PAGE 21 | |||||||||||||||
6 | 1 | The Gregory Rift Valley. | By the end of the lesson, the leaner should be able to: Trace the Gregory Rift Valley on a map. Describe the parts of the Gregory Rift Valley. | Case study. The Gregory rift system. | Map / chart: Kenyan’s rift system and the associated highlands.
| PAGES 21-22 | ||||||||||||||
2 | Significance of faulting. | By the end of the lesson, the leaner should be able to: Explain ways in which faulting is significant. Explain effects of faulting on the physical environment.
| Probing questions. Detailed discussion. Assignment. | PAGES 22-24 | ||||||||||||||||
3 | CAT. | |||||||||||||||||||
7 | 1 | Vulcanicity and Earthquakes. Definitions associated with vulcanicity and volcanicity.
| By the end of the lesson, the leaner should be able to: Differentiate between vulcanicity and volcanicity. Differentiate between intrusive and extrusive features. | Exposition of new concepts & brief discussion. | PAGES 24-25 | |||||||||||||||
2,3, | Intrusive features. | By the end of the lesson, the leaner should be able to: Identify various intrusive features. Explain formation of various intrusive features. Illustrate intrusive features with labelled diagrams. | Exposition of new concepts. Probing questions. Drawing illustrative diagrams.
| Illustrative diagrams. | PAGES 32-34 | |||||||||||||||
8 | 1-2 | Extrusive features.
| By the end of the lesson, the leaner should be able to: Identify various extrusive volcanic features. Illustrate extrusive volcanic features with labelled diagrams. | Give examples of extrusive features in Africa. Discussion. Assignment. | Pictures in various textbooks. | PAGES 25-27 | ||||||||||||||
3 | Types of volcanoes. | By the end of the lesson, the leaner should be able to: State the three types of volcanoes. | Q/A & discussion on types of volcanoes. Assignment: table showing types and examples of volcanoes in the World.
| PAGES 25-30 | ||||||||||||||||
9 | 1-2 | Distribution of volcanoes and volcanic features. | By the end of the lesson, the leaner should be able to: Identify volcanic regions in Kenya and in Africa. | Drawing map of Kenya & Africa and showing the distribution of volcanoes and volcanic features. | Maps: Volcanic regions in Kenya, Africa and in the World. | PAGES 30-35 | ||||||||||||||
3 | Positive influences of vulcanicity. | By the end of the lesson, the leaner should be able to: Explain ways in which vulcanicity is beneficial to man. | Q/A and detailed discussion. | PAGES 35-36 | ||||||||||||||||
10 | 1 | Negative influences of vulcanicity.
| Highlight negative influences of vulcanicity. | Q/A, detailed discussion and assignment.
| PAGE 36 | |||||||||||||||
2 | Earthquakes.
Definitions associated with earthquakes. | By the end of the lesson, the leaner should be able to:
Give definitions associated with earthquakes. | Q/A definition of earthquake, shockwaves. Exposition of new terms: Seismology, epicentre, focus, tsunamis, tremors. Drawing relevant diagrams.
| Illustrative diagrams. | PAGE 37 | |||||||||||||||
3 | Causes of earthquakes. | By the end of the lesson, the leaner should be able to: Describe human and natural causes of earthquakes. | Q/A to review tectonic movements, vulcanicity. Probing questions leading to causes of earthquakes. Q/A: human activities that may cause tremors.
| PAGES 37-38 | ||||||||||||||||
11 | 1,2 | Types of earthquakes and waves. Measurement of earthquakes. | By the end of the lesson, the leaner should be able to: Describe primary and secondary seismic waves. Identify scales used to determine the intensity and magnitude of an earthquake. | Brief discussion: primary and secondary waves. Exposition of basic terms: Mercalli scale and Richter scale. Open discussion.
| Newspaper extracts on intensity and magnitude of earthquakes. | PAGES 38-39 | ||||||||||||||
3 | Effects of earthquakes. | By the end of the lesson, the leaner should be able to: Outline effects of earthquakes & tremors. | Q/A and brief discussion. | Newspaper cuttings outlining effects of earthquakes.
| PAGES 40-41 | |||||||||||||||
12-13 | END OF TERM ONE EXAMINATIONS | |||||||||||||||||||
| SCHEME OF WORK GEOGRAPHY FORM TWO TERM TWO YEAR 20…………. | ||||||||||||||||||||
WKNO | L/NO | TOPIC/SUBTOPIC | LESSON / SPECIFICOBJECTIVES
| TEACHING / LEARNING ACTIVITIES | MATERIALS & RESOURCES
| REF. | REMARKS | |||||||||||||
1 | 1,2 | MAP WORK
Direction and Bearing.
Methods of showing direction.
| By the end of the lesson, the leaner should be able to:
Distinguish between direction and bearing.
Outline some traditional and modern methods of showing direction. |
Q/A and brief discussion.
|
PAGES 42-43 | |||||||||||||||
3 | Compass Bearing. | By the end of the lesson, the leaner should be able to: Define bearing of a point. Determine the compass bearings of given points on a map. | Diagram of 16 points of the compass. Oral exercise.
| Pair of compasses & protractors. | PAGES 43-44 | |||||||||||||||
2 | 1 | True Bearing. | By the end of the lesson, the leaner should be able to: Find the true bearing of a point from another point. | Brain storming; Class exercise. | Pair of compasses protractors. | PAGES 44-45 | ||||||||||||||
2 | Calculation of grid bearing. | By the end of the lesson, the leaner should be able to: Find the grid bearing of a point from another point. | Exposition. Class exercise. | Pair of compasses protractors. | PAGES 44-45 | |||||||||||||||
3 | Determination of magnetic bearing. | By the end of the lesson, the leaner should be able to: Determine magnetic bearing given the grid bearing. | Q/A: conversion of minutes and seconds to degrees. Exposition: calculating magnetic variation. Worked examples.
| PAGES 44-45 | ||||||||||||||||
3 | 1 | Locating places using latitudes and longitudes. | By the end of the lesson, the leaner should be able to: Locate position of places using latitude and longitudes. | Exercise: locating position of places using latitude and longitudes. | Topographical maps. | PAGES 46-47 | ||||||||||||||
2 | Locating places using four- figure grid references. | By the end of the lesson, the leaner should be able to: Give the four-figure grid reference of points on map. | Q/A identifying easting and nor things. Guided exercise | Chart: grid reference system. | PAGES 48-49 | |||||||||||||||
3 | Locating places using six-figure grid references. | By the end of the lesson, the leaner should be able to: Give the six-figure grid reference of points on map. | Q/A: identifying eastings and northings. Guided exercise. Assignment.
| Chart: grid reference system. | P 49 | |||||||||||||||
4 | 1 | Representing relief using spot heights and trigonometric stations. | By the end of the lesson, the leaner should be able to: Define the term land relief. Identify spot heights & trigonometric stations on a map. | Q/A: review six-figure reference. Definition of land relief. Brief discussion.
| Atlases or topographical maps. | PAGES 49-51 | ||||||||||||||
2 | Contours and forms lines. | By the end of the lesson, the leaner should be able to: Define contours and forms lines. Identify Contours and forms lines | Exposition: new terms. Q/A: Contour interval, vertical height. Exercise: estimating height-using contours.
| Topographical maps. | PAGES 50-51 | |||||||||||||||
3,1 | Methods of representing relief. | By the end of the lesson, the leaner should be able to: Explain use of pictorials, hachures, hill shading and layer tinting to represent relief. State advantages and disadvantages of each method.
| Exposition, Q/A and brief discussions. Assignment. | Textbooks pictures. | PAGES 53 | |||||||||||||||
5 | ||||||||||||||||||||
5 | 2 | PHOTOGRAPH WORK.
Ground photographs.
Aerial photographs.
| By the end of the lesson, the leaner should be able to:
Distinguish between ground close-ups and ground oblique photographs. Distinguish between general oblique and vertical aerial photographs.
|
Exposition of new concepts & brief discussion. |
Illustrative diagrams. |
PAGES 55-57 | ||||||||||||||
3 | Parts of a photograph. | By the end of the lesson, the leaner should be able to: Identify horizontal and vertical divisions of a photograph. | Divide a photograph into nine parts then mark them accordingly. Q/A : Identifying features in each division.
| Photographs. | PAGES 57-58 | |||||||||||||||
6 | 1 | Uses of photographs& Limitations of photographs. | By the end of the lesson, the leaner should be able to: State uses of photographs. Highlight limitations in the use of photographs. | Q/A and discussion. | PAGE 59 | |||||||||||||||
2 | Interpretation of photographs. | By the end of the lesson, the leaner should be able to: Explain what interpretation of photographs entails. | Class exercise: estimating the time and season when the photograph was taken, direction and sizes of features. | Photographs. | PAGE 59 | |||||||||||||||
3,1 | Studying physical features on photographs. | By the end of the lesson, the leaner should be able to: Describe physical features on photographs. | Q/A and discussion: relief, drainage, natural vegetation, climate and soils. | Photographs. | PAGES 59-61 | |||||||||||||||
7 | ||||||||||||||||||||
2 | Human activities on photographs. | By the end of the lesson, the leaner should be able to: Identify various human activities on a photograph. | Oral questions on types of farming and supportive evidence. Written exercise. | PAGE 61 | ||||||||||||||||
3 | C.A.T. | |||||||||||||||||||
8 | 1 | Industrial activities, mining activities & forms of transport. | By the end of the lesson, the leaner should be able to: Identify industrial and mining activities & forms of transport in a photograph. | Oral questions on presence of industrial and mining activities & modes of transport and communication.
| Photographs. | PAGE 61 | ||||||||||||||
2 | Sketching diagrams from photographs. | By the end of the lesson, the leaner should be able to: Sketch diagrams from parts of photographs. | Teacher highlights the steps to be followed. Supervised exercise & written exercise. | Photographs. | PAGE 61 | |||||||||||||||
3 | STATISTICAL METHODS.
Comparative line graphs.
| By the end of the lesson, the leaner should be able to: Construct comparative line graphs. State advantages and disadvantages of comparative line graphs. | Q/A: review methods of presenting statistical data. Activity: construct a comparative line graph. Assignment. | PAGES 64-65 | ||||||||||||||||
9 | 1 | Comparative bar graphs. | By the end of the lesson, the leaner should be able to: Construct comparative bar graphs. State advantages and disadvantages of comparative bar graphs. | Q/A: review methods of presenting statistical data. Activity: construct a comparative bar graph. Assignment. | Chart – Comparative bar graphs. | PAGES 65-67 | ||||||||||||||
2
3 | Divided bars&
Divided rectangles. | By the end of the lesson, the leaner should be able to: Present statistical data using divided bars and rectangles. State advantages and disadvantages of divided rectangles.
| Exposition. Supervised practice. Oral questions.
| PAGES 67-69 | ||||||||||||||||
10 | 1 | Analysis of statistical tables. | By the end of the lesson, the leaner should be able to: Analyse data in statistical tables. | Table analysis. Assignment. | PAGES 67-69 | |||||||||||||||
10 | 2 | KENYA’S CLIMATIC REGIONS.
Definition of weather, climate and elements of weather. | By the end of the lesson, the leaner should be able to:
Define climate. Define weather. Identify elements of weather. |
Brain storming. Q/A & brief discussion. |
Diagrams and maps. Combined temperature rainfall diagrams.
|
PAGE 70 | ||||||||||||||
3 | Factors influencing climate.– latitude, altitude and continentality. | By the end of the lesson, the leaner should be able to: Explain the influence of latitude, altitude and continentality on the climate of an area.
| Brain storming. Exposition, Q/A & discussion. | PAGES 70-73 | ||||||||||||||||
11 | 1,2 | Factors influencing climate.– aspect and ocean currents. | By the end of the lesson, the leaner should be able to: Explain the influence of aspect and ocean currents on the climate of an area.
| Exposition of new aspects & brief discussion. | PAGES 70-73 | |||||||||||||||
3 | Factors influencing climate.–wind and air masses & configuration of the coastline. | By the end of the lesson, the leaner should be able to: Explain the influence of wind and air masses & configuration of the coastline on the climate of an area.
| Exposition of new concepts, oral questions & discussion. | PAGES 73-74 | ||||||||||||||||
1213 | END OF TERM TWO EXAMS
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| SCHEMES OF WORK FORM TWO GEOGRAPHY TERM THREE YEAR 20…….. | |||||||||
WKNO | L/NO | TOPIC/SUBTOPIC | LESSON / SPECIFICOBJECTIVES
| TEACHING / LEARNING ACTIVITIES | MATERIALS & RESOURCES
| REF. | REMARKS | ||
1 | 1,2 | KENYA’S CLIMATIC REGIONS (contd)ITCZ | By the end of the lesson, the leaner should be able to: Define the term ITCZ. Explain the effect of shifting of the ITCZ on the climate of a zone. | Exposition of new concepts. Explanations. | |||||
3 | Forests & microclimate. | By the end of the lesson, the leaner should be able to: Define the term microclimate. Explain the effects of forests on climate of area. | Q/A & discussion. | Map of Africa: the ITCZ and prevailing winds. | PAGES 75-76 | ||||
2 | 1 | Description of climate. | By the end of the lesson, the leaner should be able to: Describe climate using aPagesropriate terminology. | Tables: general terms and the corresponding statistical data. Exercise: rainfall –temperature graphs. | |||||
2 | Climate regions of Kenya.Modified equatorial climate. | By the end of the lesson, the leaner should be able to: Identify regions that experience Modified equatorial climate. Describe Modified equatorial climate. | Detailed discussion. | Map of Kenya: climatic regions rainfall-temperature graphs.
| PAGES 77-78 | ||||
3 | Tropical climate & tropical Northern climate. | By the end of the lesson, the leaner should be able to: Describe the modified tropical climate. Identify regions that experience modified tropical | Detailed discussion | Map of Kenya: climatic regions rainfall-temperature graphs.
| PAGE 78 | ||||
3 | 1 | Desert climate. | By the end of the lesson, the leaner should be able to: Describe the modified tropical climate. Identify regions that experience Modified tropical climate. | Detailed discussion & assignment. | Map of Kenya: climatic regions rainfall-temperature graphs.
| P 79 | |||
2
| CLIMATE (2) WORLD CLIMATIC REGIONS.Equatorial climate.
| By the end of the lesson, the leaner should be able to: State characteristics of equatorial climate. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs. | Maps: world climatic regions. | PAGES 79-80 | ||||
3 | Equatorial monsoon. | By the end of the lesson, the leaner should be able to: State characteristics of equatorial monsoon. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs | PAGES 79-80 | |||||
4 | 1 | Tropical monsoon. | By the end of the lesson, the leaner should be able to: State characteristics of tropical monsoon. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs. | PAGES 80-81 | ||||
2 | Tropical marine & Tropical continental. | By the end of the lesson, the leaner should be able to: State characteristics of tropical marine & tropical continental. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs. | PAGES 81-83 | |||||
3 | Tropical Desert climate. | By the end of the lesson, the leaner should be able to: State characteristics of tropical desert climate. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs. | PAGE 83 | |||||
5 | 1 | Warm climates. | By the end of the lesson, the leaner should be able to: Identify types of warm climates. State characteristics of warm climates. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs | PAGES 84-85 | ||||
2 | Cool & cold climates. | By the end of the lesson, the leaner should be able to: Identify types of cool climates. State characteristics of cool climates. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs.
| PAGES 84-86 | |||||
3,1 | Mountain climates. | By the end of the lesson, the leaner should be able to: State characteristics of mountain climates. | Exposition of new concepts, explanations and Q/A. Assignment: rainfall-temperature graphs.
| PAGE 91 | |||||
6 | |||||||||
2 | Microclimates. | By the end of the lesson, the leaner should be able to: Identify human activities largely responsible for development of local climates. | Brief discussion. Assignment. | ||||||
3 | VEGETATION 1 VEGETATION ZONES.Categories of vegetation. | By the end of the lesson, the leaner should be able to:
Define the term vegetation. Identify the three categories of vegetation.
|
Exposition and Q/A. |
Photographs of various types of forests. | PAGES 99-100 | ||||
7 | 1 | Influence of topographical factors on vegetation. | By the end of the lesson, the leaner should be able to: Explain the Influence of topographical factors on vegetation. | Discussion & Q/A. | PAGES 100-101 | ||||
2 | Influence of climatic factors on vegetation. | By the end of the lesson, the leaner should be able to: Explain the Influence of climatic factors on vegetation. | Probing questions & Discussion. | PAGES 101-102 | |||||
3 | Influence of edaphic factors on vegetation. | By the end of the lesson, the leaner should be able to: Define the term edaphic. | Exposition of new concepts. Q/A on physical and properties of soil. Brief discussion.
| PAGES 102-103 | |||||
8 | 1 | TEST & MID-TERM BREAK | |||||||
2 | Biotic factors. | By the end of the lesson, the leaner should be able to: Explain the influence of biotic factors on vegetation modification and /or destruction. | Q/A: review microclimate. Brief discussion. | PAGES 103-104 | |||||
3 | Vegetation in Kenya. | By the end of the lesson, the leaner should be able to: Describe forest, vegetation & savanna vegetation in Kenya. | Q/A and discussion. | PAGES 104-105 | |||||
9 | 1 | Mountain vegetation. | By the end of the lesson, the leaner should be able to: Outline types of mountain vegetation. State characteristics of various types of mountain vegetation. Identify locations of mountain vegetation. State uses of mountain vegetation.
| Q/A & elaborate discussion. | PAGES 105-122 | ||||
2 | Field work on vegetation. | By the end of the lesson, the leaner should be able to: Carry out a fieldwork on vegetation. | Q/A: review the procedures followed in carrying out a field study. Carry out the field study on vegetation.
| PAGES 123-124 | |||||
3 | FORESTRY
Natural and planted forests. | By the end of the lesson, the leaner should be able to: Differentiate between natural and planted forests. | Q/A: definition of a forest. Discussion: natural and planted forests; indigenous and exotic forests.
| Photographs: natural and derived forests. | PAGE 126 | ||||
10 | 1 | Types of natural forests. | By the end of the lesson, the leaner should be able to: Describe types of natural forests. State characteristics of trees in particular types of forests. | Q/A & descriptive aPagesroach. | Photographs: vegetation in various types of forests.
| PAGES 127-128 | |||
2 | Importance of forests and forests’ products. | By the end of the lesson, the leaner should be able to: Identify importance of forests and forests’ products. | Q/A & discussion: economic, environmental, cultural values of forests.
| PAGE 129 | |||||
3 | Problems facing forestry in Kenya. | By the end of the lesson, the leaner should be able to: Identify the problems facing forestry in Kenya. | Q/A & detailed discussion. | Newspaper cuttings & photographs illustrating some problems facing forestry in Kenya.
| PAGE 130 | ||||
11 | 1-2 | Management and conservation of forests. | By the end of the lesson, the leaner should be able to: Describe management and conservation practices carried out in Kenya. State the importance of management and conservation of forests.
| Discussion: measures taken to manage and conserve forests and their importance. | PAGES 130-131 | ||||
3 | Softwood forests in Kenya and Canada. | By the end of the lesson, the leaner should be able to: Compare and contrast development of softwood forests in Kenya and in Canada. Identify factors favouring / militating against exploitation of softwoods in both countries. Identify benefits of softwoods.
|
| Map – location of Canada. | PAGES 132-135 | ||||
12-13 | SUMMATIVE ASSESSMENT TEST
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