|
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SCHEMES OF WORK FORM TWO GEOGRAPHY TERM ONE YEAR 20…………. | |||||||||||||||||||
WKNO |
L/NO |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES
|
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
& RESOURCES
|
REF. |
REMARKS |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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.
|
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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10 |
1 |
Negative influences of vulcanicity.
|
Highlight negative influences of vulcanicity. | Q/A, detailed discussion and assignment.
|
PAGE 36 |
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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 |
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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 |
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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 |
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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 |
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12-13 |
END OF TERM ONE EXAMINATIONS |
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| SCHEME OF WORK GEOGRAPHY FORM TWO TERM TWO YEAR 20…………. | ||||||||||||||||||||
WKNO |
L/NO |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES
|
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
& RESOURCES
|
REF. |
REMARKS |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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5 |
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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 |
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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 |
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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 |
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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 |
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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 |
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7 |
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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 |
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3 |
C.A.T. |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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1213 |
END OF TERM TWO EXAMS
|
|||||||||||||||||||
| SCHEMES OF WORK FORM TWO GEOGRAPHY TERM THREE YEAR 20…….. | |||||||||
WKNO |
L/NO |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES
|
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. |
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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 |
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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. |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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6 |
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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. |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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12-13 |
SUMMATIVE ASSESSMENT TEST
|
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