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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
VEGETATION 1 VEGETATION ZONES.
|
Vegetation in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Describe forest, vegetation & savanna vegetation in Kenya. |
Q/A and discussion.
|
|
KLB
GEOGRAPHY BOOK PAGES 104-105 |
|
| 2 | 2 |
VEGETATION 1 VEGETATION ZONES.
|
Vegetation in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Describe forest, vegetation & savanna vegetation in Kenya. |
Q/A and discussion.
|
|
KLB
GEOGRAPHY BOOK PAGES 104-105 |
|
| 2 | 3 |
VEGETATION 1 VEGETATION ZONES.
|
Mountain vegetation.
|
By the end of the
lesson, the learner
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.
|
|
KLB
GEOGRAPHY BOOK PAGES 105-122 |
|
| 2 | 4 |
VEGETATION 1 VEGETATION ZONES.
|
Mountain vegetation.
|
By the end of the
lesson, the learner
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.
|
|
KLB
GEOGRAPHY BOOK PAGES 105-122 |
|
| 2 | 5 |
VEGETATION 1 VEGETATION ZONES.
|
Field work on vegetation.
|
By the end of the
lesson, the learner
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. |
|
KLB
GEOGRAPHY BOOK PAGES 123-124 |
|
| 3 | 1 |
FORESTRY
|
Natural and planted forests.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGE 126 |
|
| 3 | 2 |
FORESTRY
|
Natural and planted forests.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGE 126 |
|
| 3 | 3 |
FORESTRY
|
Types of natural forests.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGES 127-128 |
|
| 3 | 4 |
FORESTRY
|
Types of natural forests.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGES 127-128 |
|
| 3 | 5 |
FORESTRY
|
Importance of forests and forests? products.
|
By the end of the
lesson, the learner
should be able to:
Identify importance of forests and forests? products. |
Q/A & discussion: economic, environmental, cultural values of forests.
|
|
KLB
GEOGRAPHY BOOK PAGE 129 |
|
| 4 | 1 |
FORESTRY
|
Problems facing forestry in Kenya.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGE 130 |
|
| 4 | 2 |
FORESTRY
|
Problems facing forestry in Kenya.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGE 130 |
|
| 4 | 3 |
FORESTRY
|
Problems facing forestry in Kenya.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGE 130 |
|
| 4 | 4 |
FORESTRY
|
Management and conservation of forests.
|
By the end of the
lesson, the learner
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.
|
|
KLB
GEOGRAPHY BOOK PAGES 130-131 |
|
| 4 | 5 |
FORESTRY
|
Management and conservation of forests.
|
By the end of the
lesson, the learner
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.
|
|
KLB
GEOGRAPHY BOOK PAGES 130-131 |
|
| 5 | 1 |
FORESTRY
|
Softwood forests in Kenya and Canada.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGES 132-135 |
|
| 5 | 2 |
FORESTRY
|
Softwood forests in Kenya and Canada.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGES 132-135 |
|
| 5 | 3 |
FORESTRY
|
Softwood forests in Kenya and Canada.
|
By the end of the
lesson, the learner
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.
|
KLB
GEOGRAPHY BOOK PAGES 132-135 |
|
| 5 | 4 |
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 |
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
|
|
| 5 | 5 |
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 |
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 | 1 |
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 |
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 | 2 |
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 |
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 | 3 |
Statistical Methods
|
Compound Bar Graphs - Interpretation and Advantages/Disadvantages
|
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 |
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
|
Secondary Geography Form 3 Student's Book, Pages 2-4
|
|
| 6 | 4 |
Statistical Methods
|
Compound Bar Graphs - Interpretation and Advantages/Disadvantages
|
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 |
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
|
Secondary Geography Form 3 Student's Book, Pages 2-4
|
|
| 6 | 5 |
Statistical Methods
|
Proportional Circles - Construction Methods
|
By the end of the
lesson, the learner
should be able to:
Construct proportional circles using diameter method Round off totals to nearest thousand Select suitable scale for diameters Use radii figures to draw different circles |
Students determine value of angles for variables; Exposition of proportional circles concept; Demonstration using Table 1.3 sugar production data; Guided calculation of radii using suitable scales; Drawing of circles using calculated radii
|
Calculators, Compasses, Table 1.3 sugar production data, Plain paper
|
Secondary Geography Form 3 Student's Book, Pages 3-5
|
|
| 7 | 1 |
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 |
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 | 2 |
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 |
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 | 3 |
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 |
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 | 4 |
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 |
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 | 5 |
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 |
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
|
|
| 8 | 1 |
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 |
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
|
|
| 8 | 2 |
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 |
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
|
|
| 8 | 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 |
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
|
|
| 8 | 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 |
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
|
|
| 8 | 5 |
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 |
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
|
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